共 39 条
Shared Developmental Trajectories for Fractional Reasoning and Fine Motor Ability in 4 and 5 Year Olds
被引:5
作者:

Clark, Lindsey
论文数: 0 引用数: 0
h-index: 0
机构:
Univ S Alabama, Dept Psychol, Mobile, AL 36688 USA Univ S Alabama, Dept Psychol, Mobile, AL 36688 USA

Shelley-Tremblay, John
论文数: 0 引用数: 0
h-index: 0
机构:
Univ S Alabama, Dept Psychol, Mobile, AL 36688 USA Univ S Alabama, Dept Psychol, Mobile, AL 36688 USA

Cwikla, Julie
论文数: 0 引用数: 0
h-index: 0
机构:
Univ Southern Mississippi, Creat & Innovat STEM, Hattiesburg, MS 39406 USA Univ S Alabama, Dept Psychol, Mobile, AL 36688 USA
机构:
[1] Univ S Alabama, Dept Psychol, Mobile, AL 36688 USA
[2] Univ Southern Mississippi, Creat & Innovat STEM, Hattiesburg, MS 39406 USA
关键词:
numerical cognition;
fractional reasoning;
fine motor ability;
gesture;
D O I:
10.3390/bs11020026
中图分类号:
B84 [心理学];
学科分类号:
04 ;
0402 ;
摘要:
We investigated preschool-aged children's understanding of early fractional tasks and how that performance correlates with fine motor skills and use of gestures while counting. Participants were 33 preschoolers aged 4 to 5 in two Southeastern public elementary schools. Children were tested individually in an interview-like setting. Mathematics tasks were presented in a paper and pencil format and the Grooved Pegboard test assessed fine motor skills. Finally, utilization of gestures was evaluated by taking a behavioral rating of the child's hand morphology, accuracy of gestures, and synchrony of gestures and spoken word while performing a counting task. Results indicate that performance on fractional reasoning tasks significantly predicts both fine motor ability and accuracy of gestures.
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