小学生不同数学技能和PASS认知过程的关系:一年跟踪的交叉滞后分析  

The Relationships Among Different Mathematical Skills and PASS Cognitive Processes of Pupils:One Year Cross-Lagged Regression Analysis

作　　者：刘佳芸 郑远霞 蔡丹[1] Liu Jiayun;Zheng Yuanxia;Cai Dan(Department of Psychology,Shanghai Normal University,Shanghai,200234)

机构地区：[1]上海师范大学心理学系,上海200234

出　　处：《心理科学》2022年第2期347-355,共9页Journal of Psychological Science

基　　金：2021年度上海市哲学社会科学规划教育学一般项目“数学学习困难学生的认知特点与父母支架”(A2021002);上海市教育发展基金会和上海市教育委员会2020年度“曙光计划”(20SG45)的资助。

摘　　要：PASS认知过程和不同数学学习任务有着密切的关系。本研究对一、二年级共149名小学生进行为期一年的跟踪测查,考察学生在PASS各认知过程、数值运算、数学问题解决任务上的表现及双向关系。在控制了工作记忆和加工速度对数学技能的作用后,交叉滞后回归结果发现:注意、计划与数值运算任务存在显著的双向作用关系;同时性加工、计划和数学问题解决任务存在显著的双向作用关系;继时性加工与数值运算、数学问题解决均不存在双向作用。结果揭示了PASS各认知过程和不同数学技能之间具有不同关系,小学低年级阶段的同时性加工、计划这两种中、高层次认知过程与问题解决的发展联系更加紧密。As a model of cognitive function,PASS has redefined intelligence in terms of four kinds of competence:planning,attention,simultaneous,and successive cognitive processes.Previous studies showed the close connection between PASS and mathematics learning.However,most of these were cross-sectional studies,and the developmental relationship between PASS and mathematical skills is not yet clear.Therefore,this study aimed to examine the longitudinal relationships among different components of PASS and different mathematical skills (numerical operation and math problemsolving) of pupils.One hundred and forty-nine children of grade one and two from a primary school in Shanghai (81 boys and 68 girls;mean age =92.18 ± 6.86 months) were followed up for one year,and were assessed on the PASS processes,numerical operation,and math problem-solving.The cognitive processes were assessed by tasks from the Cognitive Assessment System-2 (CAS-2).Numerical operation task was adopted from Wechsler Individual Achievement Test-Third edition (WIAT-III) and math problem-solving was assessed with the math standard achievement test (MSAT).The results showed that:(a) attention (receptive and expressive attention:F (1,143) = 112.59,p <.001,η_(p)~2 =.44;F (1,144) = 43.51,p <.001,η_(p)~2 =.23),planning (F (1,148) = 407.67,p <.001,η_(p)~2 =.73),simultaneous (F (1,148) = 16.41,p <.001,η_(p)~2=.10),successive processes(number and word series:F (1,147) = 50.61,p <.001,η_(p)~2 =.26;F (1,148) = 65.32,p <.001,η_(p)~2=.31),numerical operation (F (1,145) = 276.34,p <.001,η_(p)~2 =.66) and math problem-solving (F (1,145) = 194.12,p <.001,η_(p)~2 =.57) improved significantly within one year.(b) The Pearson Correlations between PASS and mathematical skills (numerical operation and math problem-solving) showed significant correlations between these variables and a significant stability for these cognitive processes and mathematical skills.(c) Cross-lagged regression analysis showed that,after controlling for working memory and processing speed,atten

关 键 词：小学生 PASS认知过程 数值运算 数学问题解决 交叉滞后分析 

分 类 号：G623.5[文化科学—教育学]