Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems
Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems
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DOI：
10.1016/j.jecp.2012.03.003
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发表时间：
2012-09-01
影响因子：
2.6
通讯作者：
Nugent, Lara
中科院分区：
文献类型：
--
作者：
Geary, David C.;Hoard, Mary K.;Nugent, Lara
儿童（N = 275）使用检索、分解（例如，7 = 4 + 3，因此6 + 7 = 6 + 4 + 3），从一年级到四年级纵向评估了解决额外问题的计数，并在一个或几个年级评估了智力，工作记忆和课堂注意行为。本研究的目的是评估工作记忆中央执行成分的能力、智力控制能力和课堂注意行为之间的关系。以及儿童使用这些策略的年级相关变化。从多水平模型预测截距效应显示，儿童具有较高的中央执行能力正确地检索更多的事实，并使用最复杂的计数程序更频繁和准确地比他们的能力较低的同龄人在一年级开始，但预测斜率效应表明，这种优势消失（检索）或下降的重要性（计数）从一年级到四年级。斜率效应的预测因子还显示，从一年级到四年级，能力较高的儿童比其他儿童更快地采用分解策略。控制儿童的性别，种族，学校地点，编码阿拉伯数字和发音数字单词的速度，以及幼儿园的数学成绩，结果仍然稳健。智力和课堂注意行为对儿童策略发展有独立的影响。(C)2012 Elsevier Inc. All rights reserved.
Children's (N = 275) use of retrieval, decomposition (e.g., 7 = 4 + 3 and thus 6 + 7 = 6 + 4 + 3), and counting to solve additional problems was longitudinally assessed from first grade to fourth grade, and intelligence, working memory, and in-class attentive behavior was assessed in one or several grades. The goal was to assess the relation between capacity of the central executive component of working memory, controlling for intelligence and in-class attentive behavior. and grade-related changes in children's use of these strategies. The predictor on intercept effects from multilevel models revealed that children with higher central executive capacity correctly retrieved more facts and used the most sophisticated counting procedure more frequently and accurately than their lower capacity peers at the beginning of first grade, but the predictor on slope effects indicated that this advantage disappeared (retrieval) or declined in importance (counting) from first grade to fourth grade. The predictor on slope effects also revealed that from first grade to fourth grade, children with higher capacity adopted the decomposition strategy more quickly than other children. The results remained robust with controls for children's sex, race, school site, speed of encoding Arabic numerals and articulating number words, and mathematics achievement in kindergarten. The results also revealed that intelligence and in-class attentive behavior independently contributed to children's strategy development. (C) 2012 Elsevier Inc. All rights reserved.