Isabella Starling-Alves, Lara L Russell-Lasalandra, Nathan T T Lau, Giulia Moreira Paiva, Vitor Geraldi Haase, Eric D Wilkey
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To address these issues, we investigated how magnitude processing, EFs applied to nonnumerical and numerical task stimuli, and their interactions were associated with mathematics achievement. Three hundred fifty-nine Brazilian third- to fifth-grade (8-10 years old) students completed measures of working memory, inhibitory control, and cognitive flexibility with numerical and nonnumerical task versions, nonsymbolic and symbolic magnitude comparison, and mathematics achievement. A series of regression models indicated that nonsymbolic and symbolic magnitude processing are consistently associated with mathematics achievement, even when controlling for working memory, inhibitory control, and cognitive flexibility measured with both numerical and nonnumerical contents. All EF measures were associated with mathematics achievement. However, cognitive flexibility measured with numerical content showed the strongest association. Results support the hypothesis that magnitude processing and EFs are uniquely associated with mathematics achievement. Furthermore, EFs measured with nonnumerical and numerical contents related differently to mathematics achievement, even when controlling for symbolic and nonsymbolic magnitude processing, suggesting they encompass somewhat distinct cognitive processes. 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引用次数: 0
摘要
幅度处理和执行功能（EFs）已成为数学成绩的有力预测因素。然而，这些关联的性质仍不清楚。例如，目前还不确定在特定领域的数学认知情境中应用的执行功能（即在处理数字时应用的执行功能）与数学成绩的关系是否比在非数字、一般领域的情境中应用的执行功能更为密切。此外，不同的 EF 领域（即工作记忆、抑制控制和认知灵活性）和内容（即数字与非数字）是如何调节大小处理与数学成绩之间的关联的，目前尚未完全清楚。为了解决这些问题，我们研究了幅度处理、应用于非数字和数字任务刺激的EFs以及它们之间的相互作用与数学成绩之间的关系。359 名巴西三至五年级（8-10 岁）学生完成了工作记忆、抑制控制和认知灵活性的测量，并完成了数字和非数字任务版本、非符号和符号大小比较以及数学成绩的测量。一系列回归模型表明，即使控制了用数字和非数字内容测量的工作记忆、抑制控制和认知灵活性，非符号和符号量级处理与数学成绩也始终相关。所有 EF 测量都与数学成绩相关。然而，用数字内容测量的认知灵活性显示出最强的相关性。结果支持这样的假设，即幅度处理和 EF 与数学成绩有独特的关联。此外，即使控制了象征性和非象征性的幅度处理，用非数字内容和数字内容测量的EF与数学成绩的关系也不同，这表明它们包含了一些不同的认知过程。(PsycInfo Database Record (c) 2024 APA, 版权所有）。
Number and domain both affect the relation between executive function and mathematics achievement: A study of children's executive function with and without numbers.
Magnitude processing and executive functions (EFs) have emerged as robust predictors of mathematics achievement. However, the nature of these associations is still unclear. For example, it is uncertain if EFs applied in the context of domain-specific mathematical cognition (i.e., EFs applied while processing numbers) are more closely related to mathematics achievement than EFs applied in nonnumerical, domain-general contexts. Also, how distinct EF domains-that is, working memory, inhibitory control, and cognitive flexibility-and contents-that is, numerical versus nonnumerical-moderate the association between magnitude processing and mathematics achievement has not been fully understood. To address these issues, we investigated how magnitude processing, EFs applied to nonnumerical and numerical task stimuli, and their interactions were associated with mathematics achievement. Three hundred fifty-nine Brazilian third- to fifth-grade (8-10 years old) students completed measures of working memory, inhibitory control, and cognitive flexibility with numerical and nonnumerical task versions, nonsymbolic and symbolic magnitude comparison, and mathematics achievement. A series of regression models indicated that nonsymbolic and symbolic magnitude processing are consistently associated with mathematics achievement, even when controlling for working memory, inhibitory control, and cognitive flexibility measured with both numerical and nonnumerical contents. All EF measures were associated with mathematics achievement. However, cognitive flexibility measured with numerical content showed the strongest association. Results support the hypothesis that magnitude processing and EFs are uniquely associated with mathematics achievement. Furthermore, EFs measured with nonnumerical and numerical contents related differently to mathematics achievement, even when controlling for symbolic and nonsymbolic magnitude processing, suggesting they encompass somewhat distinct cognitive processes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
期刊介绍：
Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.
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