Direct and indirect associations between parents’ and children’s literacy and numeracy skills: A longitudinal study in Hong Kong Chinese families

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Anna Jia-Jun Zhang , Urs Maurer , Catherine McBride , Tomohiro Inoue
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引用次数: 0

Abstract

We examined the relationship between parents’ and children’s literacy and numeracy and whether the relationship was mediated by children’s cognitive skills. One hundred and thirty Hong Kong Chinese children (mean age = 6 years and 3 months, 51.5 % female) were assessed on nonverbal IQ, phonological awareness (PA), and rapid automatized naming (RAN), and one year later on word reading and arithmetic calculation. Their parents were also tested on word dictation and arithmetic calculation. Results showed that parents’ dictation was weakly but consistently associated with children’s word reading. In contrast, parents’ arithmetic calculation was not consistently associated with children’s arithmetic calculation. RAN predicted both literacy and numeracy, whereas neither RAN nor PA mediated the relationship between parents’ and children’s academic skills. These findings suggest that while children’s literacy and numeracy may partly share similar cognitive underpinnings, their intergenerational association may be generally weak and primarily domain-specific.
父母与子女读写和计算能力的直接和间接关系:香港华人家庭的纵向研究
我们研究了父母和孩子的读写和计算能力之间的关系,以及这种关系是否受孩子的认知技能的调节。对130名香港华人儿童(平均年龄6岁3个月,51.5% %为女性)进行了非语言智商、语音意识(PA)、快速自动命名(RAN)和一年后的单词阅读和算术计算的测试。他们的父母也接受了单词听写和算术计算的测试。结果表明,父母的听写与孩子的单词阅读有微弱但一致的联系。相比之下,父母的算术能力与孩子的算术能力并不一致。RAN预测识字和计算能力,而RAN和PA都没有中介父母和孩子的学术技能之间的关系。这些发现表明,虽然儿童的识字和计算能力可能在一定程度上具有相似的认知基础,但它们的代际联系可能普遍较弱,主要是针对特定领域的。
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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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