کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
6844897 621078 2015 9 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Individual differences in cognitive resources and elementary school mathematics achievement: Examining the roles of storage and attention
ترجمه فارسی عنوان
تفاوتهای فردی در منابع شناختی و پیشرفت ریاضی دانشکده ابتدایی: بررسی نقش ذخیره و توجه
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی
Using data from the NICHD Study of Early Child Care and Youth Development, a longitudinal study of 1,364 children, the present research investigated early cognitive correlates of children's mathematics achievement. Individual differences in mathematics performance prior to kindergarten and growth in achievement across elementary school were modeled as a function of two measures of attention-performance-based and informant-reported-and a measure of short-term memory. At the age of 54 months, children with poor capacities for attention and short-term memory storage had lower mathematics achievement than their peers with larger capacities. These early differences persisted through the fifth grade. Interestingly, the informant-based measure of attention did not predict mathematics achievement or its growth across time. The findings implicate the utility of early performance-based assessments of cognitive resources - storage and attention - in identifying students potentially at-risk for poor mathematical outcomes.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 37, January 2015, Pages 55-63
نویسندگان
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