ISSN 1671-3710
CN 11-4766/R
主办：中国科学院心理研究所
出版：科学出版社

心理科学进展 ›› 2016, Vol. 24 ›› Issue (10): 1556-1567.doi: 10.3724/SP.J.1042.2016.01556

• 元分析 • 上一篇    下一篇

儿童早期工作记忆与数学学习的关系

李 莉1,3; 周 欣1,2; 郭力平1,2   

  1. (1华东师范大学学前教育系, 上海 200062) (2中国基础教育质量监测协同创新中心, 北京 100875) (3郑州师范学院初等教育学院, 郑州 450022)
  • 收稿日期:2016-03-22 出版日期:2016-10-15 发布日期:2016-10-15
  • 通讯作者: 周欣, E-mail: xzhou@pie.ecnu.edu.cn
  • 基金资助:

    中国基础教育质量监测协同创新中心自主课题(2016-02-004-BZK01); 河南省社会科学规划项目(2015BSH002)。

Working memory and mathematics learning: A meta-analysis in early childhood

LI Li1,3; ZHOU Xin1,2; GUO Liping1,2   

  1. (1 Department of Preschool Education, East China Normal University, Shanghai 200062, China) (2 Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing 100875, China) (3 Elementary Education Department, Zhengzhou Normal University, Zhengzhou 450044, China)
  • Received:2016-03-22 Online:2016-10-15 Published:2016-10-15
  • Contact: ZHOU Xin, E-mail: xzhou@pie.ecnu.edu.cn

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摘要：

以往研究认为工作记忆对数学学习很重要, 但是以往工作记忆和早期数学学习的关系研究结果并不一致。本研究运用元分析的方法回顾了33篇独立研究, 含307项相关系数作为效应值, 总被试量为42423名平均年龄3~8岁的儿童, 旨在探讨工作记忆的3个主成分PL (语音回路)、VSSP (视觉空间画板)、CE (中央执行)与数学学习不同方面之间的关系, 以及样本年龄对工作记忆和数学学习相关程度的调节作用。结果显示：工作记忆与数学学习确实存在强相关, 工作记忆子成分中, CE与数学学习平均相关的程度最强。并且, CE与数学学习不同方面之间的相关程度不存在显著差异, PL、VSSP与数运算的相关程度比数概念更强, 存在显著差异。样本年龄对CE、PL与数学学习之间相关关系存在显著调节作用, 对VSSP与数学学习之间的相关关系不存在显著调节作用。文献梳理还发现, 以往研究对数学学习的考察, 大都聚焦数概念、数运算的内容, 未来研究需要关注几何与空间、测量等方面内容。

关键词: 工作记忆, 数学学习, 儿童早期, 元分析

Abstract:

Studies have indicated that working memory (WM) play an important role in mathematics learning. However, results reported with regard to the associations between working memory components and early mathematics learning were inconsistent. The purpose of this meta-analysis was to explore the strength of this relationship, and the factors affecting this relationship. In this meta-analysis, 307 effect sizes from 33 studies including 42423 children aged 3~8 years old were reviewed. The results indicated a strong correlation between working memory and mathematics learning. All working memory components were associated with mathematics learning, with the highest correlation between central executive (CE) and mathematics. As to the relationship between WM components and different mathematics abilities, CE didn’t show significant different relationships across different aspects of mathematics learning, phonological loop (PL) and visuospatial sketchpad (VSSP) both showed a significant closer relationship with number operation than number concept. In addition, Age had a significant effect on the correlation between CE, PL and mathematics learning. However, it didn’t have effect on the correlation between VSSP and mathematics. Literature review also helped to identify the shortcomings of previous studies, particularly focus of the studies was mostly on number concepts and number operations. More studies should focus on the area of geometry, space, and measurement in the future.

Key words: working memory, mathematics learning, early childhood, meta-analysis