儿童精细动作技能与数学能力的关系：一项元分析

doi:10.3724/SP.J.1042.2023.01443

摘要/Abstract

摘要：

儿童精细动作技能与数学能力的关系在既有研究中存在分歧, 为明确两者间的整体关联强度及其影响因素, 运用元分析方法对国内外相关研究进行整合分析。通过文献检索和筛选, 共计纳入34篇文献, 42个效应量, 总样本量为78527人。出版偏倚检验显示, 本研究所纳入元分析的文献不存在出版偏倚; 异质性检验发现, 选取随机效应模型较为合适。结果表明, 精细动作技能与数学能力呈中等程度的正相关(r = 0.27, 95% CI为[0.23, 0.32]); 两者的关系受到文化背景和精细动作技能测量工具的调节, 但不受儿童年龄和性别的调节。该结果提示教育者需要对早期儿童基础动作技能的发展予以重视, 采取有效的精细动作技能的训练方式, 提高儿童的精细动作水平, 以推动其数学能力的发展。

关键词: 精细动作技能, 数学能力, 具身认知, 元分析

Abstract:

The effect of fine motor skills, a foundational motor skill in early childhood, on mathematical ability has been inconsistent in previous studies. Some studies suggest that it has a positive effect on mathematical ability, while others suggest that it has a negative effect on mathematical ability. Some factors may potentially influence the role of fine motor skills in mathematical ability. Given the inconsistency of existing studies, this study used a meta-analysis approach to examine the effect of fine motor skills on mathematical ability and the role of moderating variables in this relationship by integrating relevant empirical studies of the past 30 years. This study used three Chinese databases, including China Knowledge Network, Wanfang, and Weipu, and three English databases, including Web of Science, SCI database, and Google Scholar, for literature search and screening. The search terms for fine motor skills were “fine motor skills” or “finger dexterity” or “motor skills”, and the search terms for mathematical ability were “mathematical skills” or “numeracy skills” or “counting skills”, etc. By September 2022, 34 papers (33 English and 1 Chinese) with 42 independent effect sizes and a total sample size of 78,527 people were included in the study. Meta-analysis was conducted using CMA 3.0 software.

Random effects model was selected according to the characteristics of the study. Heterogeneity tests showed significant heterogeneity among 42 independent effect sizes, indicating that a random effects model would be a more appropriate model to perform the meta-analysis. In addition, no significant publication bias was found in the included studies based on the results of funnel plots, loss of safety coefficients, and Egger's regression coefficients. The main effects analysis showed a moderate positive correlation between fine motor skills and mathematical ability (r = 0.27, 95% CI [0.23,0.32]); subgroup analyses and meta-regressions indicated that the relationship was moderated by cultural background and fine motor skills measurement instruments, but not by children's age and gender. The results showed that: (1) there was a positive correlation between fine motor skills and mathematical ability, and individuals with higher level of fine motor skills developed better mathematical ability; (2) in terms of cultural background, the correlation between fine motor skills and mathematical ability was stronger in the Eastern culture than that in the Western culture; (3) there was no moderating effect observed between different gender groups, and the correlation between fine motor skills and mathematical ability might be stable across genders; (4) in terms of fine motor skills measurement, the highest correlation coefficient was obtained using the Beery VMI, while the lowest correlation coefficient was obtained using the MABC-2.

This meta-analysis has both theoretical and practical implications. Theoretically, this study has verified that fine motor skills are closely related to mathematical ability, supporting the idea of embodied cognition theory and cognitive load theory, and initially clarified the academic debate about the relationship between fine motor skills and mathematical ability. Practically, this study suggests that educators need pay attention to the development of basic motor skills in early childhood and adopt effective fine motor skill training approaches to improve children's fine motor levels so as to promote their mathematical abilities.

Future researches will focus on the standardization of fine motor skill measurement instruments, increased studies with school-age children as subjects, studies in Eastern cultural background, longitudinal studies, and experimental studies to further explore and elucidate the relationship and causal relationship between fine motor skills and mathematical ability across subject groups and cultural background.

Key words: fine motor skills, mathematical ability, embodied cognition, meta-analysis

中图分类号:

B844

康丹, 文敏, 张颖杰. (2023). 儿童精细动作技能与数学能力的关系：一项元分析. 心理科学进展 , 31(8), 1443-1459.

KANG Dan, WEN Min, ZHANG Yingjie. (2023). The relationship between fine motor skills and mathematical ability in children: A meta-analysis. Advances in Psychological Science, 31(8), 1443-1459.

图/表 6

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作者年份	国家	精细动作技能的结构划分	定义	测量	核心成分
Dinehart & Manfra, 2013	美国	精细动作操作 (Fine Motor Manipulation, FM)	儿童的手部灵活性, 即个人用手准确操纵物体的能力, 侧重于操纵物体。	扣纽扣、系鞋带、串珠、投币和搭建积木	生活技能
Dinehart & Manfra, 2013	美国	精细动作书写 (Fine Motor Writing, FW)	书写动作能力, 侧重于书写。	绘画、复制字母、数字和形状	书写技能
Pitchford et al., 2016	英国	精细动作整合 (Fine Motor Integration, FMI)	手动能力, 需要同步的手眼运动和视觉刺激的处理, 以产生足够的运动输出。	复制各种几何形状, 其复杂程度从简单的圆形到重叠的铅笔	书写技能
Pitchford et al., 2016	英国	精细动作精度 (Fine Motor Precision, FMP)	“纯粹的”精细手工技能, 它依赖于最小的视觉感知成分。	在特定的边界内折叠、切割和绘画	生活和书写技能
Carlson et al., 2013	美国	视觉空间整合 (Visual-Spatial Integration, VSI)	涉及手和手指的小肌肉运动的组织和视觉刺激处理的技能。	写作和复制任务	书写技能
Carlson et al., 2013	美国	视觉运动协调 (Visual-Motor Coordination, VMC)	具有视觉成分的精细运动协调(控制小手指的运动)。	①各种感觉运动任务, 如追踪、手指敲击和模仿手部动作; ②描摹任务	生活和书写技能

作者年份	国家	精细动作技能的结构划分	定义	测量	核心成分
Dinehart & Manfra, 2013	美国	精细动作操作 (Fine Motor Manipulation, FM)	儿童的手部灵活性, 即个人用手准确操纵物体的能力, 侧重于操纵物体。	扣纽扣、系鞋带、串珠、投币和搭建积木	生活技能
Dinehart & Manfra, 2013	美国	精细动作书写 (Fine Motor Writing, FW)	书写动作能力, 侧重于书写。	绘画、复制字母、数字和形状	书写技能
Pitchford et al., 2016	英国	精细动作整合 (Fine Motor Integration, FMI)	手动能力, 需要同步的手眼运动和视觉刺激的处理, 以产生足够的运动输出。	复制各种几何形状, 其复杂程度从简单的圆形到重叠的铅笔	书写技能
Pitchford et al., 2016	英国	精细动作精度 (Fine Motor Precision, FMP)	“纯粹的”精细手工技能, 它依赖于最小的视觉感知成分。	在特定的边界内折叠、切割和绘画	生活和书写技能
Carlson et al., 2013	美国	视觉空间整合 (Visual-Spatial Integration, VSI)	涉及手和手指的小肌肉运动的组织和视觉刺激处理的技能。	写作和复制任务	书写技能
Carlson et al., 2013	美国	视觉运动协调 (Visual-Motor Coordination, VMC)	具有视觉成分的精细运动协调(控制小手指的运动)。	①各种感觉运动任务, 如追踪、手指敲击和模仿手部动作; ②描摹任务	生活和书写技能

量表名称	量表信息来源	量表核心成分及测量任务
学习成就档案诊断量表 (Learning Accomplishment Profile-Diagnostic, LAP-D)	Nehring et al., 1992	①生活技能: 堆叠积木、穿孔、串珠、翻书、钉板、剪裁、捏橡皮泥以及折纸等任务。 ②书写技能: 描摹字母、数字和形状(正方形或圆形)、画一些简单的物体(比如人和房子)。
布尼氏动作熟练度测试 (Brunininks-Oseretsky Test of Motor Proficiency, BOT-2)	R. H. Bruininks & B. D. Bruininks, 2005	①生活技能: 在特定边界内折叠和切割。 ②书写技能:复制几何形状、在特定边界内绘画。
Beery视动整合测验(Beery Visual Motor Integration, Beery VMI)	K. E. Beery & N. A. Beery, 2010	书写技能: 描摹和复制几何图形。
儿童动作测量量表第二版(Movement Assessment Battery for Children (2nd ed.), MABC-2)	吴升扣, 姜桂萍, 2014	①生活技能: 放置硬币、串珠、投豆袋和抓握豆袋。 ②书写技能: 描画。
早期筛查量表(Early Screening Inventory-Revised, ESI-R)	Meisels et al., 1997	①生活技能: 积木建构任务。 ②书写技能: 描摹和绘画任务。
东亚-太平洋早期儿童发展量表(East Asia-Pacific Early Child Development Scales, EAP-ECDS)	Rao et al., 2014	①生活技能: 折纸和串珠等任务。 ②书写技能: 复制形状和绘画任务。
盒块测试 (Box and Block Test, BBT)	Mathiowetz et al., 1985	生活技能: 移动积木任务。
其他测量	李蓓蕾等, 2003	生活技能: 握筷任务。
	Martzog, 2015	生活技能: 钉板任务、串珠任务和翻块任务。
	Pagani et al., 2010	生活技能: 操纵物体任务。

量表名称	量表信息来源	量表核心成分及测量任务
学习成就档案诊断量表 (Learning Accomplishment Profile-Diagnostic, LAP-D)	Nehring et al., 1992	①生活技能: 堆叠积木、穿孔、串珠、翻书、钉板、剪裁、捏橡皮泥以及折纸等任务。 ②书写技能: 描摹字母、数字和形状(正方形或圆形)、画一些简单的物体(比如人和房子)。
布尼氏动作熟练度测试 (Brunininks-Oseretsky Test of Motor Proficiency, BOT-2)	R. H. Bruininks & B. D. Bruininks, 2005	①生活技能: 在特定边界内折叠和切割。 ②书写技能:复制几何形状、在特定边界内绘画。
Beery视动整合测验(Beery Visual Motor Integration, Beery VMI)	K. E. Beery & N. A. Beery, 2010	书写技能: 描摹和复制几何图形。
儿童动作测量量表第二版(Movement Assessment Battery for Children (2nd ed.), MABC-2)	吴升扣, 姜桂萍, 2014	①生活技能: 放置硬币、串珠、投豆袋和抓握豆袋。 ②书写技能: 描画。
早期筛查量表(Early Screening Inventory-Revised, ESI-R)	Meisels et al., 1997	①生活技能: 积木建构任务。 ②书写技能: 描摹和绘画任务。
东亚-太平洋早期儿童发展量表(East Asia-Pacific Early Child Development Scales, EAP-ECDS)	Rao et al., 2014	①生活技能: 折纸和串珠等任务。 ②书写技能: 复制形状和绘画任务。
盒块测试 (Box and Block Test, BBT)	Mathiowetz et al., 1985	生活技能: 移动积木任务。
其他测量	李蓓蕾等, 2003	生活技能: 握筷任务。
	Martzog, 2015	生活技能: 钉板任务、串珠任务和翻块任务。
	Pagani et al., 2010	生活技能: 操纵物体任务。

作者(发表时间)	样本量	发展阶段	男性比	文化背景	测量工具	相关系数
李蓓蕾等, 2003	60	学龄期	无	东方文化	其他工具	-0.18
Dinehart & Manfra, 2013	3234	学前期和学龄期	0.47	西方文化	LAP-D	0.27
Fischer et al., 2018	177	学前期	0.49	西方文化	其他工具	0.39
Suggate et al., 2017	81	学前期	无	西方文化	其他工具	0.73
Fischer et al., 2020	80	学前期	0.50	西方文化	MABC-2	0.01
Penner-Wilger et al., 2007	146	学前期和学龄期	0.51	西方文化	其他工具	0.11
Asakawa & Sugimura, 2014	33	学前期	0.55	东方文化	其他工具	0.34
Cameron et al., 2012	213	学前期	无	西方文化	ESI-R	0.17
Gashaj et al., 2019	151	学前期	0.46	西方文化	MABC-2	0.29
Pitchford et al., 2016a	62	学前期	0.47	西方文化	BOT-2	0.58
Pitchford et al., 2016b	34	学前期	0.50	西方文化	BOT-2	0.41
Son & Meisels, 2006	12583	学前期	0.50	西方文化	ESI-R	0.44
Pagani et al., 2010	1145	学前期和学龄期	0.47	西方文化	其他工具	0.34
Greenburg et al., 2020	34491	学前期和学龄期	无	西方文化	LAP-D	0.34
Malone et al., 2022	569	学前期	0.48	西方文化	MABC-2	-0.18
Macdonald et al., 2020	55	学龄期	0.45	西方文化	BOT-2	0.46
Oberer et al., 2018	134	学前期和学龄期	0.49	西方文化	MABC-2	0.31
Sortor & Kulp, 2003	155	学龄期	无	西方文化	Beery VMI	0.27
Simms et al., 2016	77	学龄期	0.52	西方文化	Beery VMI	0.41
Sulik et al., 2018	343	学龄期	0.51	西方文化	其他工具	0.44
Michel et al., 2020	173	学前期和学龄期	0.57	西方文化	MABC-2	0.28
Zhang L et al., 2018a	1623	学前期	无	东方文化	EAP-ECDS	0.28
Zhang L et al., 2018b	1198	学前期	无	东方文化	EAP-ECDS	0.37
Zhang L et al., 2018c	1232	学前期	无	东方文化	EAP-ECDS	0.38
Zhang L et al., 2018d	1185	学前期	无	东方文化	EAP-ECDS	0.34
Fischer et al., 2022	153	学前期	0.52	西方文化	MABC-2	0.14
Gandhi et al., 2013	415	学前期和学龄期	无	东方文化	其他工具	0.45
Grissmer et al., 2010a	7830	学前期	无	西方文化	ESI-R	0.19
Grissmer et al., 2010b	5462	婴儿期和学前期	无	西方文化	其他工具	0.10
Grissmer et al., 2010c	1753	学前期	无	西方文化	其他工具	0.27
Haapala et al., 2014a	174	学龄期	无	西方文化	BBT	0.19
Haapala et al., 2014b	174	学龄期	无	西方文化	BBT	0.23
Haapala et al., 2014c	167	学龄期	无	西方文化	BBT	0.14
Kurdek & Sinclair, 2001	281	学前期和学龄期	0.47	西方文化	其他工具	0.21
Manfra et al., 2017	1442	学前期和学龄期	0.48	西方文化	LAP-D	0.30
Roebers et al., 2014	116	学前期和学龄期	无	西方文化	MABC-2	0.25
Verdine et al., 2014	44	学前期	0.50	西方文化	Beery VMI	0.67
Becker et al., 2014	127	学前期	无	西方文化	Beery VMI	0.59
Cadoret et al., 2018	152	学龄期	0.45	西方文化	BOT-2	0.21
Dunn et al., 2006	238	学前期	0.53	东方文化	Beery VMI	0.44
Morales et al., 2011	243	学龄期	无	西方文化	其他工具	-0.73
Pagani & Messier, 2012	522	学前期	无	西方文化	其他工具	0.29