家庭社会经济地位对幼儿基数原则影响的机制研究
Research on the mechanism of the influence of family socioeconomic status on the Cardinal principle of young children.
作者信息
Li Huanhuan, Duan Bingyu, Luo Mengzhen, Chen Mingci, Xu Enwei
机构信息
College of Educational Science, Xinjiang Normal University, Urumqi, 830017, China.
School of Education Science, Hanshan Normal University, Chaozhou, 521041, China.
出版信息
Sci Rep. 2025 Jun 5;15(1):19735. doi: 10.1038/s41598-025-04693-y.
This study investigated the mediating roles of Executive Function, Approximate Number System, and Receptive Vocabulary Skills in Family Socioeconomic Status and Cardinality Principle. A cross-sectional research design was used in this study. The study included 130 young children (63 boys and 67 girls, mean age = 68.52 ± 7.37 months) and their parents. Correlation analyses revealed significant positive correlations between children's understanding of the Cardinality Principle and Family Socioeconomic Status, Executive Function, Approximate Number System, and Receptive Vocabulary Skills. After controlling for children's gender and age, mediation analyses indicated that Family Socioeconomic Status significantly and positively affected children's base comprehension. At the same time, Executive Function, Receptive Vocabulary Number System, and Receptive Vocabulary Skills all mediate the relationship between Family Socioeconomic Status and children's Cardinality Principle to some extent.
本研究调查了执行功能、近似数系统和接受性词汇技能在家庭社会经济地位与基数原则之间的中介作用。本研究采用横断面研究设计。该研究纳入了130名幼儿（63名男孩和67名女孩，平均年龄=68.52±7.37个月）及其父母。相关分析显示，儿童对基数原则的理解与家庭社会经济地位、执行功能、近似数系统和接受性词汇技能之间存在显著正相关。在控制了儿童的性别和年龄后，中介分析表明，家庭社会经济地位对儿童的基数理解有显著的正向影响。同时，执行功能、接受性词汇数系统和接受性词汇技能在一定程度上均中介了家庭社会经济地位与儿童基数原则之间的关系。
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