Effect of Finger Gnosis on Young Chinese Children's Addition Skills

被引:4
|
作者
Zhang, Li [1 ]
Wang, Wei [1 ]
Zhang, Xiao [2 ]
机构
[1] Cent Univ Finance & Econ, Sch Sociol & Psychol, Beijing, Peoples R China
[2] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China
来源
FRONTIERS IN PSYCHOLOGY | 2020年 / 11卷
基金
中国国家自然科学基金;
关键词
finger gnosis; addition skills; number line estimation; young children; the addition strategy; MATHEMATICS STRATEGY USE; NUMERICAL ESTIMATION; GENDER-DIFFERENCES; INDIVIDUAL-DIFFERENCES; COUNTING SKILLS; ANGULAR GYRUS; NUMBER-SENSE; PERFORMANCE; ABILITY; ACUITY;
D O I
10.3389/fpsyg.2020.544543
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Evidence has revealed an association between finger gnosis and arithmetic skills in young Western children, however, it is unknown whether such an association can be generalized to Chinese children and what mechanism may underlie this relationship. This study examines whether finger gnosis is associated with addition skills in young Chinese children and, if so, what numerical skills could explain this correlation. A total of 102 Chinese children aged 5-6 years were asked to complete finger gnosis and addition tasks in Study 1. Results showed that finger gnosis was significantly associated with addition performance. However, no significant correlation was found between finger gnosis and the use of finger counting in solving addition problems. Moreover, girls' finger gnosis was better than boys', and children with musical training demonstrated better finger gnosis than those without. In Study 2, 16 children with high finger gnosis and 20 children with low finger gnosis were selected from the children in Study 1 and asked to perform enumeration, order judgment, number sense, and number line estimation. Children with high finger gnosis performed better in number line estimation than their counterparts with low finger gnosis. Moreover, the number line estimation fully mediated the relationship between finger gnosis and addition performance. Together, these studies provide evidence of a correlation between finger gnosis and addition skills. They also highlight the importance of number line estimation in bridging this association.
引用
收藏
页数:12
相关论文
共 50 条
  • [31] Media Use in Daily Routines and Young Children's Social Skills
    Xiao, Nan
    Dore, Rebecca
    Sun, Jing
    Purtell, Kelly
    Lin, Tzu-Jung
    Justice, Laura M.
    EARLY EDUCATION AND DEVELOPMENT, 2025, 36 (03): : 499 - 514
  • [32] How planning and reflection develop young children's thinking skills
    Epstein, AS
    YOUNG CHILDREN, 2003, 58 (05): : 28 - 36
  • [33] Exploring Collectivist Approaches for Supporting Young Children's Narrative Skills
    Plotka, Raquel
    Wang, Xiao-lei
    EARLY CHILDHOOD EDUCATION JOURNAL, 2020, 48 (01) : 29 - 37
  • [34] Training in place-value concepts improves children's addition skills
    Ho, CSH
    Cheng, FSF
    CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 1997, 22 (04) : 495 - 506
  • [35] Parental print exposure and young children's language and literacy skills
    Symons, S
    Szuszkiewicz, T
    Bonnell, C
    ALBERTA JOURNAL OF EDUCATIONAL RESEARCH, 1996, 42 (01): : 49 - 58
  • [36] Family literacy environments and young children's emerging literacy skills
    Britto, PR
    READING RESEARCH QUARTERLY, 2001, 36 (04) : 346 - 347
  • [37] Teaching parents new skills to support their young children's development
    Kaiser, AP
    Hancock, TR
    INFANTS & YOUNG CHILDREN, 2003, 16 (01): : 9 - 21
  • [38] Relational language influences young children's number relation skills
    Chan, Jenny Yun-Chen
    Sera, Maria D.
    Mazzocco, Michele M. M.
    CHILD DEVELOPMENT, 2022, 93 (04) : 956 - 972
  • [39] Let's play: Teaching play skills to young children with autism
    Boutot, EA
    Guenther, T
    Crozier, S
    EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES, 2005, 40 (03): : 285 - 292
  • [40] How Do Parents Foster Young Children's Math Skills?
    Elliott, Leanne
    Bachman, Heather J.
    CHILD DEVELOPMENT PERSPECTIVES, 2018, 12 (01) : 16 - 21