Separate But Correlated: The Latent Structure of Space and Mathematics Across Development
Separate But Correlated: The Latent Structure of Space and Mathematics Across Development
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DOI：
10.1037/xge0000182
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发表时间：
2016-09-01
影响因子：
4.1
通讯作者：
Konstantopoulos, Spyros
中科院分区：
文献类型：
--
作者：
Mix, Kelly S.;Levine, Susan C.;Konstantopoulos, Spyros
对 854 名幼儿园、三年级和六年级（即 5 至 13 岁）儿童的横断面研究评估了各种空间和数学技能之间的关系。孩子们完成了一系列空间数学测试，并将他们的分数提交给领域内和跨领域的探索性因素分析。在域内分析中，所有测量值在每个年龄都形成单一因素，表明该年龄范围内具有一致、统一的结构。然而，与之前的工作一样，这两个领域在总体综合得分和单个任务的成对比较方面都高度相关。当空间和数学分数都提交给相同的因素分析时，这两个领域特定因素再次出现，但也存在随年龄变化的显着跨领域因素负荷。多元回归重复了因子分析，并进一步揭示了心理旋转是幼儿园数学表现的最佳预测因素，视觉空间工作记忆是六年级数学表现的最佳预测因素。预测空间技能差异最大的数学任务是位值（K、第 3、第 6）、文字问题（第 3、第 6）、计算（K）、分数概念（第 3）和代数（第 6）。因此，尽管空间技能和数学都有很强的内部结构，但它们也有显着的重叠，并且对于某些任务具有特别强的跨领域关系。
The relations among various spatial and mathematics skills were assessed in a cross-sectional study of 854 children from kindergarten, third, and sixth grades (i.e., 5 to 13 years of age). Children completed a battery of spatial mathematics tests and their scores were submitted to exploratory factor analyses both within and across domains. In the within domain analyses, all of the measures formed single factors at each age, suggesting consistent, unitary structures across this age range. Yet, as in previous work, the 2 domains were highly correlated, both in terms of overall composite score and pairwise comparisons of individual tasks. When both spatial and mathematics scores were submitted to the same factor analysis, the 2 domain specific factors again emerged, but there also were significant cross-domain factor loadings that varied with age. Multivariate regressions replicated the factor analysis and further revealed that mental rotation was the best predictor of mathematical performance in kindergarten, and visual-spatial working memory was the best predictor of mathematical performance in sixth grade. The mathematical tasks that predicted the most variance in spatial skill were place value (K, 3rd, 6th), word problems (3rd, 6th), calculation (K), fraction concepts (3rd), and algebra (6th). Thus, although spatial skill and mathematics each have strong internal structures, they also share significant overlap, and have particularly strong cross-domain relations for certain tasks.