限时与非限时写作与数学:小学生共有与差异的认知预测因子。

IF 1.9 3区 心理学 Q3 CLINICAL NEUROLOGY
Cassidy M Salentine, Johanna Bick, Steven P Woods, Paul T Cirino
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引用次数: 0

摘要

写作和数学成绩之间的关系还没有得到很好的理解。语音意识(PA)、工作记忆(WM)和精细运动技能(FMS)分别与写作和数学理论联系在一起,但很少被放在一起考虑。目前的研究评估了写作和数学表现背后的共同认知因素,包括时间(如流利性/自动性)和非时间(如拼写和数学计算)。在三年级到五年级的学生中(n = 677),他们的学习能力各不相同。结果显示差异关系。在有时间但没有时间的情况下,文学对写作的影响大于数学。与数学相比,在定时和非定时结果中,PA对写作的影响都更大。与定时数学相比,PA对非定时数学的影响更大。此外,WM完全介导了FMS与非定时写作之间的关系,但仅部分介导了FMS与其他学术成果之间的关系。此外,PA部分介导了WM与所有写作和数学技能之间的关系。这些发现强调了FMS、WM和PA在写作和数学成绩中的相关性,无论是单独的还是共同的。这些发现还为发展对写作和数学相互关系的更坚定的理论和实证理解提供了指导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Timed and untimed writing and math: shared and differential cognitive predictors in primary school.

The relationship between writing and math achievement is not well understood. Phonological awareness (PA), working memory (WM), and fine motor skills (FMS) have been individually linked to theories of writing and math, yet are rarely considered together. The current study evaluates the shared cognitive factors underlying writing and math performance, both timed (e.g. fluency/automaticity) and untimed (e.g. spelling and math computation). It does so among third- through fifth-graders (n = 677) who vary in academic abilities. Results revealed differential relationships. WM had a stronger effect on writing than math for timed but not untimed outcomes. PA had a stronger effect on writing compared to math for both timed and untimed outcomes. PA also had a stronger effect on untimed math compared to timed math. Further, WM fully mediated the relationship between FMS and untimed writing but only partially mediated the relationship between FMS and other academic outcomes. Additionally, PA partially mediated the relationship between WM and all writing and math skills These findings underscore the relevance of FMS, WM, and PA in both writing and math achievement, separately and together. These findings additionally provide guidance for developing a firmer theoretical and empirical understanding of the interrelations of writing and math.

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来源期刊
Child Neuropsychology
Child Neuropsychology 医学-临床神经学
CiteScore
4.10
自引率
9.10%
发文量
71
审稿时长
>12 weeks
期刊介绍: The purposes of Child Neuropsychology are to: publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents, publish research on the neuropsychological dimensions of development in childhood and adolescence and promote the integration of theory, method and research findings in child/developmental neuropsychology. The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged. Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.
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