Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity.
Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity.
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测量算术：一种理解格式效应和领域特异性的心理测量方法。
DOI：
10.1037/edu0000189
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发表时间：
2017
影响因子：
4.9
通讯作者：
Fuchs,LynnS
中科院分区：
文献类型：
--
作者：
Rhodes,KatherineT;Branum-Martin,Lee;Washington,JulieA;Fuchs,LynnS
运用多特质、多方法数据和验证性因素分析，本研究考察了算术项目格式的影响，以及跨格式、除算术之外的其他能力对儿童答案的影响的可能性。测量假设是由算术认知的几个主要理论指导的。以1,314名三年级学生(年龄M=103.24个月，SD=5.41个月)为样本，采用11种算术测量方法对抽象编码理论、编码复合体理论、三重编码理论和精确与近似计算假设进行了评估，这些方法包括符号问题形式(如阿拉伯数字和基于语言的形式)和各种问题要求(如要求精确计算和近似计算)。总体而言，研究结果支持三重编码理论和编码复数理论。正如三重编码理论预测的那样，语言格式、阿拉伯数字格式和估计要求(跨格式)的算术结果是相关的，但彼此不同。正如复杂编码理论所预测的那样，执行注意力是所有算术结果的直接预测因素。当模型中考虑到执行注意时，语言不再是算术结果的直接预测因素；然而，语言和执行注意之间强烈而持久的关系表明，语言可能在数字加工过程中的推理中发挥促进作用。这些发现对在教育环境中评估算术具有重要的意义，并表明，除了以算术为重点的干预外，针对执行注意力、语言和/或它们之间的相互作用(即解决问题时的内部言语)的干预可能是一种有希望的数学问题解决干预的途径。
Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children’s answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a sample of 1,314 third grade students (age M= 103.24 months, SD= 5.41 months), Abstract Code Theory, Encoding Complex Theory, Triple Code Theory, and the Exact versus Approximate Calculations Hypothesis were evaluated, using 11 measures of arithmetic with symbolic problem formats (eg, Arabic numeral and language-based formats) and various problem demands (eg, requiring both exact and approximate calculations). In general, results provided support for both Triple Code Theory and Encoding Complex Theory. As predicted by Triple Code Theory, arithmetic outcomes with language formatting, Arabic numeral formatting, and estimation demands (across formats) were related but distinct from one another. As predicted by Encoding Complex Theory, executive attention was a direct predictor of all arithmetic outcomes. Language was no longer a direct predictor of arithmetic outcomes when executive attention was accounted for in the model; however, a strong and enduring relationship between language and executive attention suggested that language may play a facilitative role in reasoning during numeric processing. These findings have important implications for assessing arithmetic in educational settings and suggest that in addition to arithmetic-focused interventions, interventions targeting executive attention, language, and/or the interplay between them (ie, internal speech during problem-solving) may be a promising avenues of mathematical problem-solving intervention.