Contributions of executive function and spatial skills to preschool mathematics achievement.
Contributions of executive function and spatial skills to preschool mathematics achievement.
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DOI：
10.1016/j.jecp.2014.02.012
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发表时间：
2014-10
影响因子：
2.6
通讯作者：
Hirsh-Pasek K
中科院分区：
文献类型：
--
作者：
Verdine BN;Irwin CM;Golinkoff RM;Hirsh-Pasek K
早期的数学成绩对后来的数学表现具有高度的预测性。在这里，我们调查的影响，执行功能（EF）和空间技能，两个概括的技能往往被忽视的数学课程，对数学成绩的学前儿童。不同社会经济地位（SES）水平的儿童（N = 44）进行了评估，在3岁时对空间技能的新的评估（空间组装测试，TOSA）和词汇量的措施（PPVT-4）。同样的孩子在4岁时接受了视觉-运动整合的啤酒测试（VMI），以及EF和数学的测量。TOSA是专门针对3岁儿童的评估，允许比以前更早地调查空间，EF和数学技能之间的联系。分层回归的结果表明，EF和空间技能预测70%的方差在数学成绩没有明确的数学测试，EF是一个重要的预测数学成绩的先前研究表明，和空间技能唯一预测27%的方差在数学技能。需要进一步的研究来了解EF是否真的具有可塑性，以及EF和空间技能是否可以用来支持早期的数学技能，特别是对于那些在3岁和4岁时已经落后于这些技能领域的低SES儿童。这些研究结果表明，这两种技能是数学成绩的重要基础的一部分，并可能代表改善数学入学准备的途径。
Early mathematics achievement is highly predictive of later mathematics performance. Here we investigate the influence of executive function (EF) and spatial skills, two generalizable skills often overlooked in mathematics curricula, on mathematics performance in preschoolers. Children (N = 44) of varying socio-economic status (SES) levels were assessed at age three on a new assessment of spatial skill (Test of Spatial Assembly, TOSA) and a vocabulary measure (the PPVT-4). The same children were tested at age four on the Beery Test of Visual-Motor Integration (VMI), as well as measures of EF, and mathematics. The TOSA was created specifically as an assessment for 3-year-olds, allowing the investigation of links between spatial, EF, and mathematical skills earlier than previously possible. Results of a hierarchical regression indicate that EF and spatial skills predict 70% of the variance in mathematics performance without an explicit math test, EF is an important predictor of math performance as prior research suggested, and spatial skills uniquely predict 27% of the variance in mathematics skills. Additional research is needed to understand if EF is truly malleable and whether EF and spatial skills may be leveraged to support early mathematics skills, especially for lower-SES children who are already falling behind in these skill areas by ages 3 and 4. These findings indicate that both skills are part of an important foundation for mathematics performance and may represent pathways for improving school readiness for mathematics.
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影响因子：
3.7
作者：
Egeland J;Aarlien AK;Saunes BK
通讯作者：
Saunes BK
DOI：
10.1080/15248372.2011.563485
发表时间：
2011-01-01
期刊：
Journal of cognition and development : official journal of the Cognitive Development Society
影响因子：
--
作者：
Beck DM;Schaefer C;Pang K;Carlson SM
通讯作者：
Carlson SM
影响因子：
4.6
作者：
Alloway, Tracy Packiam;Gathercole, Susan Elizabeth;Pickering, Susan J.
通讯作者：
Pickering, Susan J.
影响因子：
4.6
作者：
Geary, David C.;Hoard, Mary K.;Numtee, Chattavee
通讯作者：
Numtee, Chattavee
影响因子：
--
作者：
Diamond, Adele
通讯作者：
Diamond, Adele