State and Trait Effects on Individual Differences in Children's Mathematical Development
State and Trait Effects on Individual Differences in Children's Mathematical Development
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DOI：
10.1177/0956797614547539
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发表时间：
2014-11-01
影响因子：
8.2
通讯作者：
Geary, David C.
中科院分区：
文献类型：
--
作者：
Bailey, Drew H.;Watts, Tyler W.;Geary, David C.
儿童早期数学成绩与后期数学成绩之间的纵向关系是牢固建立的。这些发现似乎与早期教育干预对儿童数学成绩的影响随着时间的推移而减弱的研究不一致。我们假设，儿童后期数学知识的个体差异更多地是与整个发展过程中数学学习相关的稳定、潜在特征的指标，而不是早期数学能力对后期数学能力的直接影响。我们在两个纵向数据集中测试了这一假设，同时模拟了潜在特征（影响长期学习的稳定特征）和状态（例如，先验知识）对儿童数学成绩的影响。潜在性特质对儿童数学发展的影响显著大于状态效应。大约60%的性状数学成就方差是由常用的控制变量（如工作记忆）造成的，但残余性状效应仍然大于状态效应。讨论了对研究和实践的启示。
Substantial longitudinal relations between children's early mathematics achievement and their much later mathematics achievement are firmly established. These findings are seemingly at odds with studies showing that early educational interventions have diminishing effects on children's mathematics achievement across time. We hypothesized that individual differences in children's later mathematical knowledge are more an indicator of stable, underlying characteristics related to mathematics learning throughout development than of direct effects of early mathematical competency on later mathematical competency. We tested this hypothesis in two longitudinal data sets, by simultaneously modeling effects of latent traits (stable characteristics that influence learning across time) and states (e.g., prior knowledge) on children's mathematics achievement over time. Latent trait effects on children's mathematical development were substantially larger than state effects. Approximately 60% of the variance in trait mathematics achievement was accounted for by commonly used control variables, such as working memory, but residual trait effects remained larger than state effects. Implications for research and practice are discussed.