Structure of abilities in math-precocious young children: Gender similarities and differences.
Structure of abilities in math-precocious young children: Gender similarities and differences.
复制标题
数学早熟儿童的能力结构：性别异同。
DOI：
10.1037/0022-0663.88.2.341
复制
发表时间：
1996
影响因子：
4.9
通讯作者：
J. Busse
中科院分区：
文献类型：
--
作者：
N. Robinson;R. Abbott;V. Berninger;J. Busse
在这项研究中，父母确定了778名学龄前儿童和幼儿的数学推理能力和性别差异。在用标准智力测验的2个算术分测验进行筛选后，310名高分者（55%为男孩）被给予15项额外的测量。这些高分者在所有标准化测量中的平均表现比标准化样本的平均值高1至2个标准差。男生在11项定量指标中有8项得分较高，在3项口头指标中有0项得分较高，在3项空间指标中有1项得分较高，包括定量和空间工作记忆广度。三个因素（定量，口头和空间）进行了建模，使用验证性因素分析;模式的关系是相似的年龄较大和较年轻的群体，女孩和男孩。空间和数量因素高度相关，语言因素与其他因素的相关性较弱，但表现出较强的关系，男孩比女孩的空间因素。
For this study of the organization of cognitive abilities and gender differences in young children advanced in mathematical reasoning, parents identified 778 preschoolers and kindergartners. After screening with 2 arithmetic subtests of standard intelligence tests, 310 high scorers (55% boys) were given 15 additional measures. Mean performance of these high scorers on all standardized measures was 1 to 2 standard deviations above the mean of the norming samples. Boys scored higher on 8 of 11 quantitative measures, 0 of 3 verbal measures, and 1 of 3 spatial measures, including quantitative and spatial working memory span. Three factors (quantitative, verbal, and spatial) were modeled using confirmatory factor analysis; patterns of relationships were similar for older and younger groups and for girls and boys. Spatial and quantitative factors were highly correlated; the verbal factor correlated weakly with the others but showed a stronger relationship with the spatial factor for boys than girls.