Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities
Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities
复制标题
DOI：
10.3389/fpsyg.2016.00775
复制
发表时间：
2016-05-25
影响因子：
3.8
通讯作者：
Geary, David C.
中科院分区：
文献类型：
--
作者：
Chu, Felicia W.;vanMarle, Kristy;Geary, David C.
100名儿童（44名男孩）参加了一项为期3年的纵向研究的发展基本的定量能力和这些能力之间的关系，后来的数学和阅读成绩。儿童的识字前的知识，智力，执行功能，和父母的教育背景也进行了评估。定量任务评估了广泛的符号和非符号知识，并在2年的学前教育中进行了四次管理。数学成绩在2年学前教育结束时进行评估，数学和文字阅读成绩在幼儿园结束时进行评估。我们的目标是确定领域一般能力如何促进儿童数量知识的增长，并确定领域一般能力和领域特定能力如何促进儿童的学前数学成绩和幼儿园数学和阅读成绩。我们首先确定了四个核心量化能力（例如，数字的基数值的知识），预测以后的数学成绩。领域一般能力，然后被用来预测这些能力的增长，在2年的学前教育，和领域一般能力，识字前的技能，和核心定量能力的组合被用来预测数学成绩在学前教育和数学和文字阅读成绩在幼儿园结束。智力和执行功能都预测了四种定量能力的增长，特别是在学前教育的第一年。领域的一般和特定领域的能力相结合的预测学龄前儿童的数学成绩，与特定领域的技能的趋势是更强的相关性，在学前教育开始比在学前教育结束时的成就。学前识字能力，敏感性的相对数量的集合的对象，和基本知识预测阅读和数学成绩在幼儿园结束。识字能力与文字阅读的相关性更强，而对相对数量的敏感性与数学成绩的相关性更强。总体结果表明，一般领域能力和特定领域能力的结合有助于儿童早期数学和阅读成绩的发展。
One hundred children (44 boys) participated in a 3-year longitudinal study of the development of basic quantitative competencies and the relation between these competencies and later mathematics and reading achievement. The children's preliteracy knowledge, intelligence, executive functions, and parental educational background were also assessed. The quantitative tasks assessed a broad range of symbolic and nonsymbolic knowledge and were administered four times across 2 years of preschool. Mathematics achievement was assessed at the end of each of 2 years of preschool, and mathematics and word reading achievement were assessed at the end of kindergarten. Our goals were to determine how domain-general abilities contribute to growth in children's quantitative knowledge and to determine how domain-general and domain-specific abilities contribute to children's preschool mathematics achievement and kindergarten mathematics and reading achievement. We first identified four core quantitative competencies (e.g., knowledge of the cardinal value of number words) that predict later mathematics achievement. The domain-general abilities were then used to predict growth in these competencies across 2 years of preschool, and the combination of domain-general abilities, preliteracy skills, and core quantitative competencies were used to predict mathematics achievement across preschool and mathematics and word reading achievement at the end of kindergarten. Both intelligence and executive functions predicted growth in the four quantitative competencies, especially across the first year of preschool. A combination of domain-general and domain-specific competencies predicted preschoolers' mathematics achievement, with a trend for domain-specific skills to be more strongly related to achievement at the beginning of preschool than at the end of preschool. Preschool preliteracy skills, sensitivity to the relative quantities of collections of objects, and cardinal knowledge predicted reading and mathematics achievement at the end of kindergarten. Preliteracy skills were more strongly related to word reading, whereas sensitivity to relative quantity was more strongly related to mathematics achievement. The overall results indicate that a combination of domain-general and domain-specific abilities contribute to development of children's early mathematics and reading achievement.