Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel
{"title":"儿童的策略选择和执行与他们的执行功能有何关系?多步算术中的选择/非选择研究","authors":"Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel","doi":"10.1007/s10212-024-00889-4","DOIUrl":null,"url":null,"abstract":"<p>In recent years, an increasing number of studies have examined the association between mathematical abilities and executive functions (EFs). However, it remains unknown via which mechanisms’ mathematical performance is associated with EFs. The current study examined the associations of overall task proficiency, strategy selection, and strategy execution when solving multi-step subtraction problems with three EFs (i.e., updating, inhibition, and shifting). With a choice/no-choice design, 150 fifth-graders’ (<i>M</i><sub><i>age</i></sub> = 10 years, 11 months) direct subtraction (DS; e.g., 712 − 346 = ?; 712 − 300 = 412, 412 − 40 = 372, and 372 − 6 = 366) and subtraction by addition (SBA; e.g., 712 − 346 = ?; 346 + 54 = 400, 400 + 300 = 700, 700 + 12 = 712, and 54 + 300 + 12 = 366) use to solve multi-step subtractions was examined. Participants were offered ten subtractions in one choice condition (free choice between DS and SBA), based on which we obtained data about task proficiency and strategy selection, and in two no-choice conditions (mandatory use of either DS or SBA), which were used to examine strategy execution. The results showed that task proficiency in the choice condition was associated with updating and inhibition but not with shifting. Furthermore, strategy selection was associated with updating but not with inhibition and shifting. Strategy execution was associated with updating but not with inhibition and shifting. The inclusion of separate strategy selection and execution parameters helped to unravel how arithmetic performance and EFs are associated.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"54 1","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How are children’s strategy selection and execution related to their executive functions? A choice/no-choice study in multi-step arithmetic\",\"authors\":\"Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel\",\"doi\":\"10.1007/s10212-024-00889-4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>In recent years, an increasing number of studies have examined the association between mathematical abilities and executive functions (EFs). However, it remains unknown via which mechanisms’ mathematical performance is associated with EFs. The current study examined the associations of overall task proficiency, strategy selection, and strategy execution when solving multi-step subtraction problems with three EFs (i.e., updating, inhibition, and shifting). With a choice/no-choice design, 150 fifth-graders’ (<i>M</i><sub><i>age</i></sub> = 10 years, 11 months) direct subtraction (DS; e.g., 712 − 346 = ?; 712 − 300 = 412, 412 − 40 = 372, and 372 − 6 = 366) and subtraction by addition (SBA; e.g., 712 − 346 = ?; 346 + 54 = 400, 400 + 300 = 700, 700 + 12 = 712, and 54 + 300 + 12 = 366) use to solve multi-step subtractions was examined. Participants were offered ten subtractions in one choice condition (free choice between DS and SBA), based on which we obtained data about task proficiency and strategy selection, and in two no-choice conditions (mandatory use of either DS or SBA), which were used to examine strategy execution. The results showed that task proficiency in the choice condition was associated with updating and inhibition but not with shifting. Furthermore, strategy selection was associated with updating but not with inhibition and shifting. Strategy execution was associated with updating but not with inhibition and shifting. The inclusion of separate strategy selection and execution parameters helped to unravel how arithmetic performance and EFs are associated.</p>\",\"PeriodicalId\":47800,\"journal\":{\"name\":\"European Journal of Psychology of Education\",\"volume\":\"54 1\",\"pages\":\"\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-07-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Psychology of Education\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10212-024-00889-4\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10212-024-00889-4","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
How are children’s strategy selection and execution related to their executive functions? A choice/no-choice study in multi-step arithmetic
In recent years, an increasing number of studies have examined the association between mathematical abilities and executive functions (EFs). However, it remains unknown via which mechanisms’ mathematical performance is associated with EFs. The current study examined the associations of overall task proficiency, strategy selection, and strategy execution when solving multi-step subtraction problems with three EFs (i.e., updating, inhibition, and shifting). With a choice/no-choice design, 150 fifth-graders’ (Mage = 10 years, 11 months) direct subtraction (DS; e.g., 712 − 346 = ?; 712 − 300 = 412, 412 − 40 = 372, and 372 − 6 = 366) and subtraction by addition (SBA; e.g., 712 − 346 = ?; 346 + 54 = 400, 400 + 300 = 700, 700 + 12 = 712, and 54 + 300 + 12 = 366) use to solve multi-step subtractions was examined. Participants were offered ten subtractions in one choice condition (free choice between DS and SBA), based on which we obtained data about task proficiency and strategy selection, and in two no-choice conditions (mandatory use of either DS or SBA), which were used to examine strategy execution. The results showed that task proficiency in the choice condition was associated with updating and inhibition but not with shifting. Furthermore, strategy selection was associated with updating but not with inhibition and shifting. Strategy execution was associated with updating but not with inhibition and shifting. The inclusion of separate strategy selection and execution parameters helped to unravel how arithmetic performance and EFs are associated.
期刊介绍:
The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.