Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study
Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study
复制标题
DOI：
10.1037/edu0000159
复制
发表时间：
2017-07-01
影响因子：
4.9
通讯作者：
Sun, Jianguo
中科院分区：
文献类型：
--
作者：
Geary, David C.;Nicholas, Alan;Sun, Jianguo
领域的一般能力和特定领域的知识，随后的数学成绩的贡献进行了纵向评估（n = 167），通过8年级。一年级的智力和工作记忆和上一年级的阅读成绩指标领域的一般影响，和领域的具体影响，上一年级的数学成绩和数学认知措施的前一年级的数字知识，加法技能，分数知识。使用函数数据分析可以逐年级估计总体领域通用和特定领域对后续数学成绩的影响、单个领域通用和特定领域变量对该成绩的相对重要性，以及线性和非线性跨年级估计这些影响。一般领域能力对后续成就的整体重要性在各个年级都是稳定的，工作记忆在以后的年级中成为最重要的一般领域能力。先前的数学能力对随后的数学成绩的重要性在各个年级都有所增加，数字知识和算术技能在所有年级都很重要，分数知识在以后的年级都很重要。总体而言，在低年级，领域一般能力比领域具体知识更重要，但在高年级，一般能力和领域具体知识同样重要。
The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade mathematics achievement and mathematical cognition measures of prior grade number knowledge, addition skills, and fraction knowledge. Use of functional data analysis enabled grade-by-grade estimation of overall domain-general and domain-specific effects on subsequent mathematics achievement, the relative importance of individual domain-general and domain-specific variables on this achievement, and linear and nonlinear across-grade estimates of these effects. The overall importance of domain-general abilities for subsequent achievement was stable across grades, with working memory emerging as the most important domain-general ability in later grades. The importance of prior mathematical competencies on subsequent mathematics achievement increased across grades, with number knowledge and arithmetic skills critical in all grades and fraction knowledge in later grades. Overall, domain-general abilities were more important than domain-specific knowledge for mathematics learning in early grades but general abilities and domain-specific knowledge were equally important in later grades.