ENHANCED PROBLEM TRANSLATION AND SHORT-TERM-MEMORY - COMPONENTS OF MATHEMATICAL TALENT
ENHANCED PROBLEM TRANSLATION AND SHORT-TERM-MEMORY - COMPONENTS OF MATHEMATICAL TALENT
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DOI：
10.1037/0022-0663.82.3.420
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发表时间：
1990-09-01
影响因子：
4.9
通讯作者：
BENBOW, CP
中科院分区：
文献类型：
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作者：
DARK, VJ;BENBOW, CP
研究人员将具有数学天赋的 12 岁和 13 岁儿童在各种认知任务中的表现与能力一般的青少年、语言天赋的青少年和大学生进行了比较。在实验1中，数学天赋包括增强的问题翻译能力的假设得到了支持：数学天赋的学生比其他组更擅长编写表达复杂关系的方程。尽管数学天赋组的表现优于能力一般的同龄人，但在重写和回忆代数故事问题中的命题方面，他们并不比语言天赋组或大学生更好。在实验2中，数学天赋包括增强在短期记忆中表示和操纵信息的能力的假设得到了强有力的支持：有数学天赋的年轻人胜过其他年轻人，并且在大多数情况下，表现得与大学生一样甚至更好。
The performance of mathematically talented 12-and 13-year-olds on various cognitive tasks was compared with that of average-ability youth, verbally talented youth, and college students. In Experiment 1, the hypothesis that mathematical talent includes enhanced problem-translation skills was supported: The mathematically talented students were better than other groups at writing equations expressing complex relationships. Although the mathematically talented group outperformed their average-ability peers, they were no better than the verbally talented group or the college students in rewriting and recalling the propositions in an algebra story problem. In Experiment 2, the hypothesis that mathematical talent includes enhanced ability to represent and manipulate information in short-term memory was strongly supported: the mathematically talented youth outperformed the other youth and, in most cases, performed as well as or better than the college students.