Sensori-motor spatial training of number magnitude representation
Sensori-motor spatial training of number magnitude representation
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DOI：
10.3758/s13423-010-0031-3
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发表时间：
2011-02-01
影响因子：
3.5
通讯作者：
Nuerk, Hans-Christoph
中科院分区：
文献类型：
--
作者：
Fischer, Ursula;Moeller, Korbinian;Nuerk, Hans-Christoph
充分发展的数字大小的空间表示与儿童的一般算术成绩相关。因此，为幼儿园儿童开发了一种新的空间数字训练计划，其中将演示和反应与一致的空间数字表示相关联。特别是，在幅度比较任务中，孩子们通过数字舞垫上的全身空间运动做出反应。这种空间数字训练比非空间控制训练更有效地提高儿童在数轴估计任务和标准化数学成绩电池（TEDI-MATH）子测试中的表现。中介分析表明，这些改善是由儿童心理数线表征的改善驱动的，而不仅仅是注意力或动机等非特定因素。这些结果表明空间数值关联的好处。它们不仅仅是一个相关的协变量，而是作为一个独立的操纵变量，对数值发展起作用。
An adequately developed spatial representation of number magnitude is associated with children's general arithmetic achievement. Therefore, a new spatial-numerical training program for kindergarten children was developed in which presentation and response were associated with a congruent spatial numerical representation. In particular, children responded by a full-body spatial movement on a digital dance mat in a magnitude comparison task. This spatial-numerical training was more effective than a non-spatial control training in enhancing children's performance on a number line estimation task and a subtest of a standardized mathematical achievement battery (TEDI-MATH). A mediation analysis suggested that these improvements were driven by an improvement of children's mental number line representation and not only by unspecific factors such as attention or motivation. These results suggest a benefit of spatial numerical associations. Rather than being a merely associated covariate, they work as an independently manipulated variable which is functional for numerical development.