A special contribution from spatial ability to math word problem solving: Evidence from structural equation modelling and network analysis

IF 3.3 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence Pub Date : 2024-11-01 DOI:10.1016/j.intell.2024.101875

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引用次数: 0

Abstract

There is a growing body of research into the factors contributing to math word problem solving. However, these studies usually use limited number of potential predictors (precluding assessing of their contribution in comparison with other factors or “g” general intelligence) and some predictors (such as analogical and hypothetical reasoning) are largely omitted. Thus, the aim of the current study was to explore contributions of different types of reasoning to math word problem solving and whether these contributions have added value compared with each other and general cognitive ability. Chinese schoolchildren in Grades 3 (N = 199; Mage = 102.4 months), 4 (N = 162; Mage = 114.6), 5 (N = 174; Mage = 126.1) and 6 (N = 180; Mage = 138.6) completed 8 tasks tapping into spatial, mechanical, verbal, mathematic, hypothetical and analogical reasoning. Our data showed that when 6 general cognitive factors load onto General cognitive ability factor in a Structural Equation Model (SEM), only spatial visualization has additional contribution to Word problem solving factor. Gaussian Graphical models (GGMs) showed that 2 verbal tasks and spatial visualization showed stable (present in at least 3 out of 4 grades) contributions to both word problem solving tasks. Analogical reasoning showed contribution to process of word problem solving only. To sum up, both SEM and GGMs converged on the importance of spatial ability for math word problems solving. Our results call for verbal and spatial ability to be routinely assessed and targeted by educational interventions within math curriculum.

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空间能力对数学单词解题的特殊贡献：来自结构方程模型和网络分析的证据

关于数学单词解题的因素的研究越来越多。然而，这些研究通常使用的潜在预测因素数量有限（无法评估这些因素与其他因素或 "g "一般智力相比的贡献），而且有些预测因素（如类比推理和假设推理）在很大程度上被忽略。因此，本研究旨在探讨不同类型的推理对数学单词解题的贡献，以及这些贡献与其他推理和一般认知能力相比是否具有附加价值。中国三年级（N = 199；Mage = 102.4 个月）、四年级（N = 162；Mage = 114.6）、五年级（N = 174；Mage = 126.1）和六年级（N = 180；Mage = 138.6）的学生分别完成了空间推理、机械推理、语言推理、数学推理、假设推理和类比推理等 8 项任务。我们的数据显示，在结构方程模型（SEM）中，当 6 个一般认知因子加载到一般认知能力因子上时，只有空间可视化对文字问题解决因子有额外的贡献。高斯图形模型（GGMs）显示，两项言语任务和空间可视化对两项文字问题解决任务都有稳定的贡献（在四个年级中至少有三个年级存在）。类比推理只对文字解题过程有贡献。总之，SEM 和 GGM 都一致认为空间能力对于数学文字问题的解决非常重要。我们的研究结果要求在数学课程中对言语和空间能力进行常规评估，并采取有针对性的教育干预措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intelligence PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

5.80

自引率

13.30%

发文量

审稿时长

69 days

期刊介绍： This unique journal in psychology is devoted to publishing original research and theoretical studies and review papers that substantially contribute to the understanding of intelligence. It provides a new source of significant papers in psychometrics, tests and measurement, and all other empirical and theoretical studies in intelligence and mental retardation.