Poletti Céline, Krenger Marie, Létang Marie, Hennequin Brune, Thevenot Catherine
Institute of Psychology, University of Lausanne, Lausanne, Switzerland.
Lea.fr, Editions Nathan, Paris, France.
Child Dev. 2025 Jan-Feb;96(1):251-268. doi: 10.1111/cdev.14146. Epub 2024 Sep 18.
Our study on 328 five- to six-year-old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre-test to post-test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p < .001, = .15). This result was replicated on a much smaller scale (37 five- to six-year-olds, mainly White European, 22 girls) but in more controlled setup and was further replicated with an active control group (84 five- to six-year-olds, mainly White European, 37 girls). Therefore, we demonstrate here for the first time that training finger counting constitutes a highly effective method to improve kindergarteners' arithmetic performance.
我们对328名5至6岁的幼儿园儿童（主要是居住在法国的白人欧洲人，152名女孩）进行的研究表明，与被动对照组（从39.6%提高到47.8%）相比，不依赖手指计数且接受手指计数训练的儿童在从测试前到测试后的加法技能方面有显著提高（即准确率从37.3%提高到77.1%）（p <.001， Cohen's d =.15）。这一结果在规模小得多的样本（37名5至6岁儿童，主要是白人欧洲人，22名女孩）中得到了重复，但实验设置更为可控，并且在一个积极对照组（84名5至6岁儿童，主要是白人欧洲人，37名女孩）中进一步得到了重复。因此，我们首次在此证明，训练手指计数是提高幼儿园儿童算术表现的一种非常有效的方法。
