The role of executive attention in the acquisition of mathematical skills for children in Grades 2 through 4
The role of executive attention in the acquisition of mathematical skills for children in Grades 2 through 4
复制标题
DOI：
10.1016/j.jecp.2012.10.005
复制
发表时间：
2013-02-01
影响因子：
2.6
通讯作者：
Smith-Chant, Brenda L.
中科院分区：
文献类型：
--
作者：
LeFevre, Jo-Anne;Berrigan, Lindsay;Smith-Chant, Brenda L.
我们研究了执行注意力的作用，它包括执行功能和执行工作记忆的共同方面，在儿童获得两个方面的数学技能：（a）数字系统的知识（例如，位值）和算术过程（例如，多位加法）和（B）算术流畅性（即，解简单方程（如3 + 4和8 - 5）的速度。2年级和3年级的儿童（N = 157）完成了执行注意力和数学任务。一年后，他们重复了数学任务。我们使用结构方程模型来检验执行注意力与（a）数学知识和算术流利性的同时测量值和（B）1年后这些测量值的表现增长之间的关系。执行注意力是同时预测的知识和流畅性，但预测增长的性能只为流畅性。综合语言测量预测了从二年级到三年级的知识增长。结果支持执行注意在儿童的收购新的程序和发展的自动访问算术事实的重要作用。(C)2012 Elsevier Inc. All rights reserved.
We examined the role of executive attention, which encompasses the common aspects of executive function and executive working memory, in children's acquisition of two aspects of mathematical skill: (a) knowledge of the number system(e.g., place value) and of arithmetic procedures (e.g., multi-digit addition) and (b) arithmetic fluency(i.e., speed of solutions to simple equations such as 3 + 4 and 8 - 5). Children in Grades 2 and 3 (N = 157) completed executive attention and mathematical tasks. They repeated the mathematical tasks 1 year later. We used structural equation modeling to examine the relations between executive attention and (a) concurrent measures of mathematical knowledge and arithmetic fluency and (b) growth in performance on these measures 1 year later. Executive attention was concurrently predictive of both knowledge and fluency but predicted growth in performance only for fluency. A composite language measure predicted growth in knowledge from Grade 2 to Grade 3. The results support an important role for executive attention in children's acquisition of novel procedures and the development of automatic access to arithmetic facts. (C) 2012 Elsevier Inc. All rights reserved.