Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.
Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.
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DOI：
10.1037/a0025510
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发表时间：
2011-11
影响因子：
4
通讯作者：
Geary DC
中科院分区：
文献类型：
--
作者：
Geary DC
这项研究的目标是确定一年级量化能力的开始，预测数学成绩的起点和增长，通过五年级。在一年级早期管理的数量，计数和算术能力的措施，并用于预测数学成绩通过五（n = 177），同时控制智力，工作记忆和处理速度。多层次模型揭示了智力、处理速度和工作记忆的中央执行成分预测了数学和作为对比域的文字阅读的成就或成就增长。语音回路是唯一预测文字阅读和数学的视觉空间素描板。早期流畅的处理和操纵数值集大小和阿拉伯数字，准确使用复杂的计数程序解决加法问题，以及准确地在数学数字线上放置位置是数学成就的独特预测。使用基于记忆的过程来解决加法问题可以预测数学和阅读成绩，但方式不同。结果确定的早期定量能力，独特的数学学习做出贡献。
The study's goal was to identify the beginning of first grade quantitative competencies that predict mathematics achievement start point and growth through fifth grade. Measures of number, counting, and arithmetic competencies were administered in early first grade and used to predict mathematics achievement through fifth (n = 177), while controlling for intelligence, working memory, and processing speed. Multilevel models revealed intelligence, processing speed, and the central executive component of working memory predicted achievement or achievement growth in mathematics and, as a contrast domain, word reading. The phonological loop was uniquely predictive of word reading and the visuospatial sketch pad of mathematics. Early fluency in processing and manipulating numerical set size and Arabic numerals, accurate use of sophisticated counting procedures for solving addition problems, and accuracy in making placements on a mathematical number line were uniquely predictive of mathematics achievement. Use of memory-based processes to solve addition problems predicted mathematics and reading achievement but in different ways. The results identify the early quantitative competencies that uniquely contribute to mathematics learning.
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影响因子：
2.6
作者：
Bull, R;Johnston, RS
通讯作者：
Johnston, RS
影响因子：
4.9
作者：
Crosnoe, Robert;Burchinal, Margaret;Friedman, Sarah L.
通讯作者：
Friedman, Sarah L.
影响因子：
2.6
作者：
De Smedt, Bert;Janssen, Rianne;Ghesquiere, Pol
通讯作者：
Ghesquiere, Pol
影响因子：
64.8
作者：
BRADLEY, L;BRYANT, PE
通讯作者：
BRYANT, PE
影响因子：
3
作者：
EMBRETSON, SE
通讯作者：
EMBRETSON, SE