Träff Ulf, Östergren Rickard, Skagerlund Kenny, Skagenholt Mikael
Department of Behavioral Sciences and Learning, Linköping University, Campus Valla, SE-581 83 Linköping, Sweden.
Department of Behavioral Sciences and Learning, Linköping University, Campus Valla, SE-581 83 Linköping, Sweden.
J Exp Child Psychol. 2025 Apr;252:106155. doi: 10.1016/j.jecp.2024.106155. Epub 2024 Dec 26.
The purpose of this study was to pinpoint which mixture of cognitive abilities and number abilities underlies young children's early mental arithmetic learning (i.e., skill development) and to examine to what extent this mixture is akin to the mixture underlying children's early arithmetic performance. A total of 265 children were assessed on counting knowledge, symbolic magnitude comparison, number line estimation, logical reasoning, verbal working memory, spatial processing, phonological processing, and general processing speed. One year later in first grade, the children's mental arithmetic ability was assessed, and it was then reassessed in second grade. A latent change score model showed that arithmetic performance was supported by counting knowledge, number line estimation, logical reasoning, spatial processing, phonological processing, and general processing speed, whereas arithmetic development was only supported by verbal working memory. These results demonstrate that the mixture of abilities underlying arithmetic development and arithmetic performance are rather different. Mental arithmetic performance in Grade 1 is equally dependent on a combination of both number abilities and cognitive abilities, whereas mental arithmetic development between first grade and second grade is only supported by one cognitive ability, verbal working memory.
本研究的目的是确定哪些认知能力和数字能力的组合构成了幼儿早期心算学习（即技能发展）的基础，并检验这种组合在多大程度上类似于构成儿童早期算术表现的组合。共有265名儿童接受了计数知识、符号大小比较、数轴估计、逻辑推理、言语工作记忆、空间处理、语音处理和一般处理速度的评估。一年后在一年级时，对儿童的心算能力进行了评估，然后在二年级时再次进行评估。一个潜在变化分数模型表明，算术表现得到计数知识、数轴估计、逻辑推理、空间处理、语音处理和一般处理速度的支持，而算术发展仅得到言语工作记忆的支持。这些结果表明，构成算术发展和算术表现的能力组合相当不同。一年级的心算表现同样依赖于数字能力和认知能力的结合，而一年级到二年级的心算发展仅得到一种认知能力，即言语工作记忆的支持。
