کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4940233 | 1436411 | 2017 | 13 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement
ترجمه فارسی عنوان
مهارت های مقیاس نامتقارن و نمادین به عنوان پیش بینی کننده های طولی دستاورد ریاضی
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کلمات کلیدی
توسعه شناختی، شناخت ریاضی، مقیاس نامتقارن، مقایسه مقادیر نمادین، سیستم تقریبی تعداد،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
What developmental roles do nonsymbolic (e.g., dot arrays) and symbolic (i.e., Arabic numerals) magnitude comparison skills play in children's mathematics? We assessed a large sample in kindergarten, grade 1 and 2 on two well-known nonsymbolic and symbolic magnitude comparison measures. We also assessed children's initial IQ and developing Working Memory (WM) capacities. Results demonstrated that symbolic and nonsymbolic comparison had different developmental trajectories; the first underwent larger developmental improvements. Both skills were longitudinal predictors of children's future mathematical achievement above and beyond IQ and WM. Nonsymbolic comparison was moderately predictive only in kindergarten. Symbolic comparison, however, was a robust and consistent predictor of future mathematics across all three years. It was a stronger predictor compared to nonsymbolic, and its predictive power at the early stages was even comparable to that of IQ. Furthermore, the present results raise several methodological implications regarding the role of different types of magnitude comparison measures.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 50, August 2017, Pages 1-13
Journal: Learning and Instruction - Volume 50, August 2017, Pages 1-13
نویسندگان
Iro Xenidou-Dervou, Dylan Molenaar, Daniel Ansari, Menno van der Schoot, Ernest C.D.M. van Lieshout,