5～6岁不同数学能力水平儿童的执行功能差异研究

发布时间：2017-12-31 03:07

本文关键词：5～6岁不同数学能力水平儿童的执行功能差异研究　出处：《心理发展与教育》2016年01期 　论文类型：期刊论文

【摘要】：为了考察不同数学能力水平儿童的执行功能差异,根据331名学前儿童的数学能力得分选取了潜在数学学习困难儿童组、低分组、典型发展儿童组和数学优秀组等4个实验组。首先分析了各组儿童的执行功能差异特点,之后使用判别分析进一步探索了各执行功能子结构对儿童早期数学能力差异分组的贡献。结果表明:相对于典型发展儿童组,潜在数学学习困难儿童在执行功能的更新、抑制和转换方面普遍缺损;低分组儿童则仅表现出数字更新能力不足;数学优秀组在数字更新和有时间要求的认知转换方面比典型发展组有明显优势。进一步判别分析表明,对早期数学能力差异分组贡献最大的并非独立执行功能子结构,而是更新和转换的共同因素结构。
[Abstract]:In order to investigate the difference of executive function of children with different levels of mathematics ability, 331 preschool children were selected as the children with latent mathematics learning disabilities, and the low groups were selected according to the score of mathematics ability of 331 preschool children. There are four experimental groups, such as typical development children group and excellent mathematics group. Firstly, the differences of executive function of children in each group were analyzed. The contribution of executive functional substructures to the differential grouping of children's early mathematical ability was further explored by discriminant analysis. The results showed that: compared with the typical development of children group. Children with latent mathematical learning disabilities are generally deficient in executive function renewal, inhibition and conversion; Low group children only showed insufficient ability of digital updating; The excellent mathematics group has obvious advantages over the typical development group in terms of digital updating and cognitive conversion with time requirement. Further discriminant analysis shows that. The most important contribution to the grouping of differences in early mathematical abilities is not the independent executive function substructure, but the common factor structure of updating and transforming.
【作者单位】：华东师范大学学前教育系;
【基金】：教育部人文社会科学基金一般项目(11YJAZH130)的阶段性研究成果
【分类号】：B842
【正文快照】： 1引言研究表明儿童的早期数学能力对其之后的学业发展有重要影响,儿童在幼儿园阶段的数学技能可以良好预测他们小学及之后的数学学业成就(Kra-jewskiSchneider,2009;Duncan et al.,2007)。Geary等人5年的跟踪研究证实了儿童早期的数学能力不足具有累积效应,那些在进入小学时

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