{"title":"映射对算术的纵向贡献：数字知识、抑制或类比推理重要吗？","authors":"Kaichun Liu, Haoping Qu, Yawei Yang, Xiujie Yang","doi":"10.1111/bjep.12633","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Recent studies have revealed the association between mapping and arithmetic (Ferres-Forga <i>et al</i>., <i>J. Numer. Cogn.</i>, 8, 2022, 123; LeFevre <i>et al</i>., <i>J. Numer. Cogn.</i>, 8, 2022, 1).</p>\n </section>\n \n <section>\n \n <h3> Aim</h3>\n \n <p>The underlying mechanism remains unclear.</p>\n </section>\n \n <section>\n \n <h3> Materials & Methods</h3>\n \n <p>The current study recruited 118 kindergarten children and followed up on them three times at 6-month intervals. They completed measures to assess mapping skills (T1), non-verbal IQ (T1), numeral knowledge (T2), inhibitory control (T2), analogical reasoning (T2) and arithmetic (T3).</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The results showed that mapping accounted for significant variance in arithmetic ability over and above age, gender and non-verbal IQ. Furthermore, analogical reasoning played an important role in the relationship between mapping and mathematics ability.</p>\n </section>\n \n <section>\n \n <h3> Discussion</h3>\n \n <p>The findings suggest the association between mapping and mathematics ability prior to formal schooling.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>Analogical reasoning, rather than numeral knowledge or inhibitory control, may drive that association in young children.</p>\n </section>\n </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 1","pages":"58-73"},"PeriodicalIF":3.1000,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The longitudinal contribution of mapping to arithmetic: Do numeral knowledge, inhibition or analogical reasoning matter?\",\"authors\":\"Kaichun Liu, Haoping Qu, Yawei Yang, Xiujie Yang\",\"doi\":\"10.1111/bjep.12633\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Recent studies have revealed the association between mapping and arithmetic (Ferres-Forga <i>et al</i>., <i>J. Numer. Cogn.</i>, 8, 2022, 123; LeFevre <i>et al</i>., <i>J. Numer. Cogn.</i>, 8, 2022, 1).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Aim</h3>\\n \\n <p>The underlying mechanism remains unclear.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Materials & Methods</h3>\\n \\n <p>The current study recruited 118 kindergarten children and followed up on them three times at 6-month intervals. They completed measures to assess mapping skills (T1), non-verbal IQ (T1), numeral knowledge (T2), inhibitory control (T2), analogical reasoning (T2) and arithmetic (T3).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The results showed that mapping accounted for significant variance in arithmetic ability over and above age, gender and non-verbal IQ. Furthermore, analogical reasoning played an important role in the relationship between mapping and mathematics ability.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Discussion</h3>\\n \\n <p>The findings suggest the association between mapping and mathematics ability prior to formal schooling.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>Analogical reasoning, rather than numeral knowledge or inhibitory control, may drive that association in young children.</p>\\n </section>\\n </div>\",\"PeriodicalId\":51367,\"journal\":{\"name\":\"British Journal of Educational Psychology\",\"volume\":\"94 1\",\"pages\":\"58-73\"},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2023-09-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/bjep.12633\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/bjep.12633","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
The longitudinal contribution of mapping to arithmetic: Do numeral knowledge, inhibition or analogical reasoning matter?
Background
Recent studies have revealed the association between mapping and arithmetic (Ferres-Forga et al., J. Numer. Cogn., 8, 2022, 123; LeFevre et al., J. Numer. Cogn., 8, 2022, 1).
Aim
The underlying mechanism remains unclear.
Materials & Methods
The current study recruited 118 kindergarten children and followed up on them three times at 6-month intervals. They completed measures to assess mapping skills (T1), non-verbal IQ (T1), numeral knowledge (T2), inhibitory control (T2), analogical reasoning (T2) and arithmetic (T3).
Results
The results showed that mapping accounted for significant variance in arithmetic ability over and above age, gender and non-verbal IQ. Furthermore, analogical reasoning played an important role in the relationship between mapping and mathematics ability.
Discussion
The findings suggest the association between mapping and mathematics ability prior to formal schooling.
Conclusion
Analogical reasoning, rather than numeral knowledge or inhibitory control, may drive that association in young children.
期刊介绍：
The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education
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