Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade
Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade
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DOI：
10.1016/j.jecp.2009.01.004
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发表时间：
2009-06-01
影响因子：
2.6
通讯作者：
Ghesquiere, Pol
中科院分区：
文献类型：
--
作者：
De Smedt, Bert;Janssen, Rianne;Ghesquiere, Pol
这项纵向研究考察了工作记忆与个体数学差异之间的关系。工作记忆测量在一年级开始时进行，包括语音环路、视觉空间素描本和中央执行。4个月后(一年级中期)和一年后(二年级开始时)对数学成绩进行评估。工作记忆与两个年级的数学成绩均显著相关，表明工作记忆对以后的数学成绩有明显的预测作用。中央执行者是一年级和二年级数学成绩的唯一预测者。在奴隶制对数学成绩的贡献上存在年龄相关的差异；视觉空间素描本是一年级数学成绩的唯一预测因子，而语音环路是二年级数学成绩的唯一预测因子，但不是一年级数学成绩的唯一预测因子。(C)2009 Elsevier Inc.保留所有权利。
This longitudinal study examined the relationship between working memory and individual differences in mathematics. Working memory measures, comprising the phonological loop, the visuospatial sketchpad, and the central executive, were administered at the start of first grade. Mathematics achievement was assessed 4 months later (at the middle of first grade) and 1 year later (at the start of second grade). Working memory was significantly related to mathematics achievement in both grades, showing that working memory clearly predicts later mathematics achievement. The central executive was a unique predictor of both first- and second-grade mathematics achievement. There were age-related differences with regard to the contribution of the slave systems to mathematics performance; the visuospatial sketchpad was a unique predictor of first-grade, but not second-grade, mathematics achievement, whereas the phonological loop emerged as a unique predictor of second-grade, but not first-grade, mathematics achievement. (C) 2009 Elsevier Inc. All rights reserved.