Cross-cultural investigation into cognitive underpinnings of individual differences in early arithmetic

被引：62

作者：

Rodic, Maja ^{[1
,6
]}

Zhou, Xinlin ^{[2
]}

Tikhomirova, Tatiana ^{[3
,6
]}

Wei, Wei ^{[2
]}

Malykh, Sergei ^{[4
,6
]}

Ismatulina, Victoria ^{[4
]}

Sabirova, Elena ^{[5
]}

Davidova, Yulia ^{[5
]}

Tosto, Maria Grazia ^{[1
,6
]}

Lemelin, Jean-Pascal ^{[1
,7
]}

Kovas, Yulia ^{[1
,6
]}

机构：

[1] Univ London, Dept Psychol, InLab, London SE14 6NW, England

[2] Beijing Normal Univ, State Key Lab Cognit Neurosci & Learning, Beijing 100875, Peoples R China

[3] Russian Acad Sci, Inst Psychol, Moscow 117901, Russia

[4] Russian Acad Educ, Inst Psychol, Moscow, Russia

[5] Kyrgyz Russian Slav Univ, Dept Psychol, Bishkek, Kyrgyzstan

[6] Tomsk State Univ, Lab Cognit Invest & Behav Genet, Tomsk, Russia

[7] Univ Sherbrooke, Dept Psychoeduc, Sherbrooke, PQ J1K 2R1, Canada

来源：

DEVELOPMENTAL SCIENCE | 2015年 / 18卷 / 01期

关键词：

AMERICAN CHILDREN; CHINESE; DISABILITIES; ACHIEVEMENT; SKILLS;

D O I：

10.1111/desc.12204

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The present study evaluated 626 5-7-year-old children in the UK, China, Russia, and Kyrgyzstan on a cognitive test battery measuring: (1) general skills; (2) non-symbolic number sense; (3) symbolic number understanding; (4) simple arithmetic - operating with numbers; and (5) familiarity with numbers. Although most inter-population differences were small, 13% of the variance in arithmetic skills could be explained by the sample, replicating the pattern, previously found with older children in PISA. Furthermore, the same cognitive skills were related to early arithmetic in these diverse populations. Only understanding of symbolic number explained variation in mathematical performance in all samples. We discuss the results in terms of potential influences of socio-demographic, linguistic and genetic factors on individual differences in mathematics.

引用

页码：165 / 174

页数：10

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