Cognitive characteristics of children with high mathematics achievement before they start formal schooling

被引：2

作者：

Bakker, Merel ^{[1
,2
]}

Torbeyns, Joke ^{[1
]}

Verschaffel, Lieven ^{[1
]}

De Smedt, Bert ^{[2
]}

机构：

[1] Katholieke Univ Leuven, Ctr Instructional Psychol & Technol, Leuven, Belgium

[2] Katholieke Univ Leuven, Parenting & Special Educ, Leuven, Belgium

来源：

CHILD DEVELOPMENT | 2024年 / 95卷 / 06期

基金：

比利时弗兰德研究基金会;

关键词：

LONGITUDINAL PREDICTORS; INDIVIDUAL-DIFFERENCES; WORKING-MEMORY; NUMBER SENSE; ABILITIES; PATHWAYS; SCIENCE; SKILLS; DIFFICULTIES; PRESCHOOLERS;

D O I：

10.1111/cdev.14140

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This 5-year longitudinal study examined whether high mathematics achievers in primary school had cognitive advantages before entering formal education. High mathematics achievement was defined as performing above Pc 90 in Grades 1 and 3. The predominantly White sample (M-age in preschool: 64 months) included 31 high achievers (12 girls) and 114 average achievers (63 girls). We measured children's early numerical abilities, complex mathematical abilities, and general cognitive abilities in preschool (2017). High mathematics achievers had advantages on most tasks in preschool (ds > 0.62). Number order, numeral recognition, and proportional reasoning were unique predictors of belonging to the high-achieving group in primary school. This study shows that the cognitive advantages of high mathematics achievement are already observed in preschool.

引用

页码：2062 / 2081

页数：20

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