Development of number combination skill in the early school years: when do fingers help?
Development of number combination skill in the early school years: when do fingers help?
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DOI：
10.1111/j.1467-7687.2008.00715.x
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发表时间：
2008-09-01
影响因子：
3.7
通讯作者：
Locuniak, Maria N.
中科院分区：
文献类型：
--
作者：
Jordan, Nancy C.;Kaplan, David;Locuniak, Maria N.
随着时间的推移，儿童的变化，在数字组合的手指使用的频率进行了检查，在他们的准确性的变化。从幼儿园开始（平均年龄= 5.7岁）到二年级结束（n = 217），在11个时间点上纵向跟踪表现。在这段时间里，数字组合的准确性稳步上升，而手指使用的频率下降。手指使用和准确性之间的相关性逐渐下降，从幼儿园的0.60到二年级末的-0.15。低收入家庭的儿童使用手指的频率呈线性增长，而中等收入家庭的儿童在二年级时放缓，甚至开始下降。虽然女孩和男孩在频率和准确性方面表现出相似的增长模式，但男孩使用手指的频率低于女孩，而且更准确。研究结果表明，当孩子们第一次学习数字组合时，手指的使用是最适应的，但随着时间的推移，这种好处会减少。
Children's change over time in frequency of finger use on number combinations was examined in relation to their change in accuracy. Performance was tracked longitudinally over 11 time points, from the beginning of kindergarten (mean age = 5.7 years) to the end of second grade (n = 217). Accuracy in number combinations increased steadily during the time period while frequency of finger use declined. Correlations between finger use and accuracy decreased gradually, ranging from 0.60 in kindergarten to -0.15 at the end of second grade. Low-income children showed linear growth in frequency of finger use while middle-income children slowed down by second grade and even started to decline. Although girls and boys showed similar growth patterns in frequency and accuracy, boys used their fingers less often than girls and were more accurate. The findings indicate that finger use is most adaptive when children are first learning number combinations, but this benefit lessens over time.