Working Memory Capacity and the Development of Quantitative Central Conceptual Structures

IF 2.3 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

Cognition and Instruction Pub Date : 2019-07-27 DOI:10.1080/07370008.2019.1636797

S. Morra, E. Bisagno, S. Caviola, C. Delfante, I. Mammarella

{"title":"Working Memory Capacity and the Development of Quantitative Central Conceptual Structures","authors":"S. Morra, E. Bisagno, S. Caviola, C. Delfante, I. Mammarella","doi":"10.1080/07370008.2019.1636797","DOIUrl":null,"url":null,"abstract":"Abstract This article reconsiders Case’s theory of central conceptual structures (CCS), examining the relation between working memory and the acquisition of quantitative CCS. The lead hypothesis is that the development of working memory capacity shapes the development of quantitative concepts (whole and rational numbers). Study I, with 779 children from preschool to grade 5, validated a measure of the whole number CCS and found that children’s understanding of whole number advances by one developmental level per additional unit of working memory capacity. Study II, with 92 sixth- and seventh-graders, found that a test of the rational number CCS was predicted by working memory capacity and, to a lesser extent, by intrusion errors in the listening span. We also identified 2 subsets of items that demand a capacity of 4 or 5 units, respectively. Overall, the results support Case’s CCS theory and clarify the role of working memory in the acquisition of numerical concepts. The relevance of these results in relation to the current debate is discussed, with extensive connections to other current theories of whole or rational number comprehension.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"37 1","pages":"483 - 511"},"PeriodicalIF":2.3000,"publicationDate":"2019-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2019.1636797","citationCount":"9","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognition and Instruction","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/07370008.2019.1636797","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 9

Abstract

Abstract This article reconsiders Case’s theory of central conceptual structures (CCS), examining the relation between working memory and the acquisition of quantitative CCS. The lead hypothesis is that the development of working memory capacity shapes the development of quantitative concepts (whole and rational numbers). Study I, with 779 children from preschool to grade 5, validated a measure of the whole number CCS and found that children’s understanding of whole number advances by one developmental level per additional unit of working memory capacity. Study II, with 92 sixth- and seventh-graders, found that a test of the rational number CCS was predicted by working memory capacity and, to a lesser extent, by intrusion errors in the listening span. We also identified 2 subsets of items that demand a capacity of 4 or 5 units, respectively. Overall, the results support Case’s CCS theory and clarify the role of working memory in the acquisition of numerical concepts. The relevance of these results in relation to the current debate is discussed, with extensive connections to other current theories of whole or rational number comprehension.

查看原文本刊更多论文

工作记忆容量与量化中心概念结构的发展

摘要本文对凯斯的中心概念结构理论进行了重新思考，考察了工作记忆与获得定量概念结构之间的关系。主要假设是工作记忆能力的发展塑造了定量概念（整数和有理数）的发展。研究I对779名学龄前至5年级的儿童进行了研究，验证了整数CCS的测量，发现儿童对整数的理解每增加一个单位的工作记忆能力就提高一个发展水平。对92名六年级和七年级学生进行的第二项研究发现，有理数CCS的测试是通过工作记忆能力预测的，在较小程度上，是通过听力跨度中的入侵错误预测的。我们还确定了两个子项目，它们分别需要4个或5个单位的容量。总体而言，研究结果支持了凯斯的CCS理论，并阐明了工作记忆在数字概念获取中的作用。讨论了这些结果与当前辩论的相关性，并与其他当前的整数或有理数理解理论有着广泛的联系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Cognition and Instruction Multiple-

CiteScore

7.90

自引率

12.10%

发文量

期刊介绍： Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.