Working memory and language: Skill-specific or domain-general relations to mathematics?
Working memory and language: Skill-specific or domain-general relations to mathematics?
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DOI：
10.1016/j.jecp.2013.12.009
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发表时间：
2014-06-01
影响因子：
2.6
通讯作者：
Ganley, Colleen M.
中科院分区：
文献类型：
--
作者：
Purpura, David J.;Ganley, Colleen M.
儿童早期的数学技能是以累积的方式发展的；基础技能为后续技能的习得奠定了基础。然而，诸如工作记忆和语言技能等非数学因素在广义上也与数学发展相关。不幸的是，很少有研究评估这两种非数学因素与早期数学各个方面的具体关系。因此，本研究的重点是确定工作记忆和语言是仅与早期数学的个别方面相关，还是与早期数学技能的许多组成部分相关。对总共199名4至6岁的学前儿童和幼儿园儿童进行了一系列早期数学任务以及工作记忆和语言能力的测评。结果表明，工作记忆仅与少数但至关重要的早期数学技能有特定关系，而语言与几乎所有早期数学技能都有广泛的关系。（C）2014爱思唯尔公司。保留所有权利。
Children's early mathematics skills develop in a cumulative fashion; foundational skills form a basis for the acquisition of later skills. However, non-mathematical factors such as working memory and language skills have also been linked to mathematical development at a broad level. Unfortunately, little research has been conducted to evaluate the specific relations of these two non-mathematical factors to individual aspects of early mathematics. Thus, the focus of this study was to determine whether working memory and language were related to only individual aspects of early mathematics or related to many components of early mathematics skills. A total of 199 4- to 6-year-old preschool and kindergarten children were assessed on a battery of early mathematics tasks as well as measures of working memory and language. Results indicated that working memory has a specific relation to only a few-but critically important-early mathematics skills and language has a broad relation to nearly all early mathematics skills. (C) 2014 Elsevier Inc. All rights reserved.