建构游戏频率及其与空间能力和数学表现的关系。

IF 2.6 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

British Journal of Developmental Psychology Pub Date : 2023-11-06 DOI:10.1111/bjdp.12465

E. McDougal, K. A. Gilligan-Lee, C. Gilmore, E. K. Farran

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引用次数: 0

摘要

家庭数学环境的性质（包括家庭中的数字和空间活动）与儿童的空间和数学表现有关。目前的研究调查了具体和数字建筑的播放频率以及与空间和数学技能的关系。7-9岁的参与者年（N = 634）报告了他们的建筑游戏频率（具体和数字），并完成了空间能力和数学表现的直接测量。测量之间的相关性显示，施工游戏频率和结果测量之间没有关联。这表明，构建游戏的数量与空间和数学技能无关，但未来的研究应该探索游戏的质量是否是一个重要因素。

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Construction play frequency and relations with spatial ability and mathematics performance

The nature of the home mathematics environment (which includes numerical and spatial activities at home) is related to children's spatial and mathematics performance. The current study investigated concrete and digital construction play frequency and relations with spatial and mathematical skills. Participants aged 7–9 years (N = 634) reported their frequency of construction play (concrete and digital) and completed direct measures of spatial ability and mathematics performance. Correlations between measures revealed no association between construction play frequency and outcome measures. This suggests that quantity of construction play is not pertinent for spatial and mathematics skills, however future research should explore whether quality of play is an important factor.

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来源期刊

British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;