【作者】 祝孝亮； 赵鑫；

【Author】 Xiaoliang Zhu;Xin Zhao;Key Laboratory of Behavioral and Mental Health of Gansu province;School of Psychology,Northwest Normal University;

【机构】 甘肃省行为与心理健康重点实验室； 西北师范大学心理学院；

【摘要】 执行功能作为支持数学学习与加工的核心认知成分,在儿童数学能力的发展中发挥着重要作用。尽管已有研究从横向与纵向的视角探究了学龄儿童执行功能与数学能力的关系,但很少有研究系统考察各执行功能子成分(干扰抑制、反应抑制、工作记忆广度、工作记忆刷新、认知灵活性)和不同数学能力(数学运算、逻辑思维、空间想象)间的关系及其二者间联系的动态发展。基于此,本研究采用Stroop任务、Flanker任务、Go/No-go任务、数字正背与倒背任务、数字刷新任务(1750ms、750ms)、数字转换任务及小学生数学基本能力测试量表中的五个分测验(加法、减法、续写数字、目测长度、方块计数)作为衡量儿童各执行功能成分和不同的数学能力的工具,对甘肃省四所小学的542名3～5年级儿童(Mage=9.93岁,SD=0.91)进行了为期约1.5年的追踪测查,并通过构建交叉滞后模型(CLPM)来考察各执行功能成分与不同数学能力之间的关系。在控制了性别、年龄和家庭社会经济地位后,结果显示:(1)相关分析发现,除干扰抑制和反应抑制外,工作记忆广度、工作记忆刷新和认知灵活性均与数学能力存在显著的相关关系;(2)CLPM的分析发现,执行功能、数学能力的自回归路径均呈现显著正向,T1时的数学逻辑思维可以预测T2时的工作记忆广度、工作记忆刷新和干扰抑制,T1时的认知灵活性可以显著正向预测T2时的数学运算、逻辑思维和空间想象;(3)多群组分析显示,执行功能子成分与不同数学能力的关系存在性别差异,具体为T1时的逻辑思维对T2时间点工作记忆广度的预测在女性中更强。结论:各执行功能子成分与不同数学能力间的纵向联系存在差异,其二者之间不存在显著的双向预测关系。更多还原

【Abstract】 Executive function,as a core cognitive component supporting mathematical learning and processing,plays a substantial role in the development of children’s mathematical ability.While prior research has explored the relationship between executive function and mathematical ability in school-age children from both cross-sectional and longitudinal perspectives,few studies have systematically examined the associations between various subcomponents of executive function(interference inhibition,response inhibition,working memory span,working memory updating,and cognitive flexibility) and distinct mathematical abilities(mathematical operation,logical thinking,and spatial imagination) and their dynamic development.In this study,various measures,including Stroop tasks,Flanker tasks,Go/No-go tasks,forward and backward digit span tasks,digital updating tasks(1750ms,750ms),digit shifting tasks,and five subtests(addition,subtraction,digit writing,visual length estimation,and block counting) from the Elementary School Student Mathematical Basic Ability Test Scale,were employed to assess different executive function components and mathematical abilities in children.A longitudinal investigation was conducted over approximately 1.5 years on 542 children in grades 3 to 5(Mage=9.93 years,SD=0.91) from four primary schools in Gansu Province.A Cross-Lagged Panel Model(CLPM) was constructed to examine the relationships between various executive function components and different mathematical abilities.Controlling for gender,age,and family socioeconomic status,the results revealed the following:(1) Correlation analysis showed that,except for interference inhibition and response inhibition,working memory span,working memory updating,and cognitive flexibility were significantly correlated with mathematical abilities.(2) The CLPM analysis indicated notable positive autoregressive paths for executive function and mathematical ability.Meanwhile,mathematical logical reasoning at T1 was found to have predictive capabilities for working memory span,working memory updating,and interference inhibition at T2.Furthermore,cognitive flexibility at T1 showed significant predictive value for mathematical operations,logical thinking,and spatial imagination at T2.(3)Multiple group analysis indicated gender differences in the relationships between executive function subcomponents and different mathematical abilities.Specifically,logical reasoning at T1 had a stronger predictive effect on working memory span at T2 for females.Conclusions:the longitudinal connections between different executive function subcomponents and various mathematical abilities showed variations,and no significant bidirectional predictive relationship was observed between them.更多还原