Psychological research. 2025 Jun 4;89(3):108. doi: 10.1007/s00426-025-02142-z Q22.32025
Longitudinal relationships between visuospatial working memory, verbal counting and number line knowledge in preschoolers
学龄前儿童视觉空间工作记忆、口头计数与数量线知识的纵向关系 翻译改进
Sandra Pellizzoni 1, Federica Granello 1, Alessandro Cuder 2, Eleonora Doz 1, Maria Chiara Passolunghi 1
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DOI: 10.1007/s00426-025-02142-z PMID: 40465012
摘要 中英对照阅读
数轴知识被广泛认为是预测儿童数学成就的一个强有力的指标。在这项纵向研究中，我们调查了学前第二年和第三年的儿童在领域通用（即视觉空间工作记忆）和领域特定（即口头计数、一对一计数）指标之间的相互作用对数轴知识的影响。总共有135名儿童接受了两个阶段的评估（T1和T2），间隔五个月。在T1阶段，孩子们被测试了视觉空间工作记忆、口头计数、一对一计数以及数轴知识。在T2阶段，再次评估了他们的数轴知识。路径分析显示，儿童的视觉空间工作记忆直接和间接地通过T1时的口头计数和数轴知识作为中介因素预测了T2时的数轴知识。研究结果表明，视觉空间工作记忆对于获得数轴知识至关重要，并且口头计数可能作为一种策略用于估计数轴任务中的数字位置。讨论了这些发现对学前教育环境中早期数学教育的意义。
© 2025. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.
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