5-6 岁儿童数学能力与工作记忆的关系及干预研究
文献类型：学位论文
| 作者 | 杨晔 |
| 答辩日期 | 2024-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李雪冰 |
| 关键词 | 工作记忆 数学能力 工作记忆训练 学前儿童 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | A study of the relationship between mathematical ability and working memory of 5-6 year old children as well as intervention training |
| 中文摘要 | The mathematical ability of preschool children is an important measure of academic performance beyond elementary school, and improving mathematical ability is an important goal of education. Working memory, a limited-capacity storage system for temporary storage and processing of information, belongs to the higher cognitive functions of the human brain and is the basis of mathematical ability. However, there is controversy about the relationship between the two. On the one hand, there are multiple subcomponents of both math ability and working memory ability, and the relationship between the different subcomponents needs to be further investigated; on the other hand, it is controversial whether working memory training can improve math ability by improving working memory. For this reason, the present study aimed to conduct two sub-studies to clarify the issue. Considering that young children are more likely to benefit from working memory training due to the high rate of working memory development and high neuroplasticity in early childhood, older children in the age group between 5 and 6 years old were selected as the subjects of this study. The first study was based on the mathematics textbook of a kindergarten class in Kunming, and used the GBDT algorithm to construct a mathematics competence matrix, decompose all the mathematical knowledge modules into four mathematics competence dimensions, and then develop a mathematics competence test scale based on the MELQO (Measuring Early Learning Quality and Outcomes) Mathematics Competence Scale for Early Childhood. We can test the four sub-competencies of math competency: number, number relations, number operations, and spatial ability. Second, the three subcomponents of young children's working memory (phonological loop, central executive, visual-spatial sketchpad) were examined using Gathercole’s Digit Smooth Memory Test, the Go/Nogo task, and the Corsi Block Task respectively, which in turn informed the relationship between the three components of working memory and mathematical competence in 5- and 6-year-old children. Based on the results of Study one, the second study designed a working memory training task suitable for kindergarten children, and examined the effects of working memory training and the transfer effect on math skills through a four-week training program. The results are as follows:(1) There was a strong correlation between working memory and mathematical competence in 5- and 6-year-old children, and that the three components of working memory were correlated to varying degrees with the four subcompetencies of math. Specifically, children’s central executive function predicted the number and number relations subcompetencies; children’s phonological loops predicted the number operations; and visuospatial templates predicted children’s spatial competence, suggesting that the components of working memory predicted each of the math sub-competencies differently. (2) The systematic working memory training game can effectively improve children’s working memory levels; children’s math skills also improved significantly after a month of working memory training. In conclusion, there is a significant correlation between working memory and mathematical ability in 5-6 year old children, and working memory training can effectively improve children’s working memory level, and this improvement can be transferred to mathematical ability. Therefore, we should pay attention to the relationship between children’s working memory and mathematical ability in the prospective clinical practice of child psychology and preschool education, in order to further enrich the understanding of preschool children’s working memory development. At the same time, we can also lay a certain empirical foundation for more in-depth investigation of the relationship between children’s working memory and mathematical ability. Finally, we can better promote the overall development of preschool children by developing working memory training tasks. |
| 英文摘要 | 学龄前儿童的数学能力是小学以后学业成绩优劣的重要衡量指标，提高数学能力是教育的重要目标。工作记忆是一种容量有限的存储系统，用于临时存储和处理信息，它属于人脑的高级认知功能，是数学能力的基础。然而，关于两者关系尚存争议。一方面，数学能力和工作记忆能力均存在多种子成分，不同子成分之间的关系还需要进一步研究；另一方面，工作记忆训练能否通过提高工作记忆从而改善数学能力尚存争议。为此，本研究旨在开展两个子研究，澄清该问题。考虑到幼儿期工作记忆的高速发展期，神经可塑性高，更可能从工作记忆训练中获益，本研究选取了年龄段在 5-6 岁期间的大班幼儿作为研究对象。 昆明市某幼儿园大班的数学教材为基础，利用 GBDT(Gradient Boost Decision Tree)算法构建数学能力矩阵，将所有数学知识模块分解为四个数学能力维度，再根据《MELQO (Measuring Early Learning Quality and Outcomes) 早期儿童数学能力量表》进行改编，对数学能力的数字、数的关系、数运算、空间能力四个子能力进行测验。其次，对幼儿工作记忆的三成分(语音环路/中央执行/视空间模板)的考察，分别使用数字顺背任务、Go/Nogo 任务和 Corsi 组块任务，进而得知 5-6 岁儿童的工作记忆三成分与数学能力的关系。研究二基于研究一的结果，设计适用于幼儿园大班幼儿开展的工作记忆训练任务，经过一个月的任务训练，考察工作记忆训练的效果以及对数学能力的迁移效应。 研究结果发现：(1)5-6 岁儿童的工作记忆与数学能力之间存在着显著相关，而且工作记忆三成分与数学四个子能力之间的相关性存在一定差异。具体来说，儿童中央执行功能与数字和数关系两个子能力关系显著；儿童的语音环路与数运算子能力关系显著；视空间模板与儿童的空间能力关系显著，说明工作记忆各成分与数学各子能力相互之间的关系是不相同的。(2)系统的工作记忆训练游戏可以有效地提升儿童的工作记忆水平；儿童通过为期一个月的工作记忆训练后数学能力也有了明显提高。 综上，5-6 岁儿童工作记忆与数学能力存在显著的相关关系，工作记忆训练能够有效提升儿童自身的工作记忆水平，并且可以将这种提升作用迁移到数学能力上。因此，未来在儿童心理学临床与学前教育实践中应当重视儿童工作记忆与数学能力的联系，进一步丰富对学前儿童工作记忆发展的认识；同时也为今后更加深入探究儿童工作记忆与数学能力的关系奠定一定的实证基础；最后，通过开发工作记忆训练任务，更好地促进学前儿童的整体发展。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48303]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 杨晔. 5-6 岁儿童数学能力与工作记忆的关系及干预研究[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
浏览0
下载0
收藏0
其他版本
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。