کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
917918 1473466 2016 16 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Finger gnosis predicts a unique but small part of variance in initial arithmetic performance
ترجمه فارسی عنوان
پیش بینی بخش منحصر به فرد اما کوچک واریانس در عملکرد اولیه ریاضی با عرفان انگشت
کلمات کلیدی
عرفان انگشت. حساب؛ شایستگی پیشرو عددی. ارتباط انگشت شماره؛ بازنمایی مبتنی بر انگشت. شناخت تجسم
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی


• Finger gnosis: ability to differentiate one’s own fingers without visual feedback.
• Finger gnosis is a unique predictor for initial arithmetic competencies.
• Limited for diagnostics as finger gnosis explains only a small part of variance.
• Substantiates the unique association between finger gnosis and numerical skills.

Recent studies indicated that finger gnosis (i.e., the ability to perceive and differentiate one’s own fingers) is associated reliably with basic numerical competencies. In this study, we aimed at examining whether finger gnosis is also a unique predictor for initial arithmetic competencies at the beginning of first grade—and thus before formal math instruction starts. Therefore, we controlled for influences of domain-specific numerical precursor competencies, domain-general cognitive ability, and natural variables such as gender and age. Results from 321 German first-graders revealed that finger gnosis indeed predicted a unique and relevant but nevertheless only small part of the variance in initial arithmetic performance (∼1%–2%) as compared with influences of general cognitive ability and numerical precursor competencies. Taken together, these results substantiated the notion of a unique association between finger gnosis and arithmetic and further corroborate the theoretical idea of finger-based representations contributing to numerical cognition. However, the only small part of variance explained by finger gnosis seems to limit its relevance for diagnostic purposes.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of Experimental Child Psychology - Volume 146, June 2016, Pages 1–16
نویسندگان
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