| 其他摘要 | The mathematical ability of preschool children is an important measure of academic performance beyond elementary school, and improving mathematical ability is an important goal of education. Working memory, a limited-capacity storage system for temporary storage and processing of information, belongs to the higher cognitive functions of the human brain and is the basis of mathematical ability. However, there is controversy about the relationship between the two. On the one hand, there are multiple subcomponents of both math ability and working memory ability, and the relationship between the different subcomponents needs to be further investigated; on the other hand, it is controversial whether working memory training can improve math ability by improving working memory. For this reason, the present study aimed to conduct two sub-studies to clarify the issue. Considering that young children are more likely to benefit from working memory training due to the high rate of working memory development and high neuroplasticity in early childhood, older children in the age group between 5 and 6 years old were selected as the subjects of this study.
The first study was based on the mathematics textbook of a kindergarten class in Kunming, and used the GBDT algorithm to construct a mathematics competence matrix, decompose all the mathematical knowledge modules into four mathematics competence dimensions, and then develop a mathematics competence test scale based on the MELQO (Measuring Early Learning Quality and Outcomes) Mathematics Competence Scale for Early Childhood. We can test the four sub-competencies of math competency: number, number relations, number operations, and spatial ability. Second, the three subcomponents of young children's working memory (phonological loop, central executive, visual-spatial sketchpad) were examined using Gathercole’s Digit Smooth Memory Test, the Go/Nogo task, and the Corsi Block Task respectively, which in turn informed the relationship between the three components of working memory and mathematical competence in 5- and 6-year-old children. Based on the results of Study one, the second study designed a working memory training task suitable for kindergarten children, and examined the effects of working memory training and the transfer effect on math skills through a four-week training program.
The results are as follows:(1) There was a strong correlation between working memory and mathematical competence in 5- and 6-year-old children, and that the three components of working memory were correlated to varying degrees with the four subcompetencies of math. Specifically, children’s central executive function predicted the number and number relations subcompetencies; children’s phonological loops predicted the number operations; and visuospatial templates predicted children’s spatial competence, suggesting that the components of working memory predicted each of the math sub-competencies differently. (2) The systematic working memory training game can effectively improve children’s working memory levels; children’s math skills also improved significantly after a month of working memory training.
In conclusion, there is a significant correlation between working memory and mathematical ability in 5-6 year old children, and working memory training can effectively improve children’s working memory level, and this improvement can be transferred to mathematical ability. Therefore, we should pay attention to the relationship between children’s working memory and mathematical ability in the prospective clinical practice of child psychology and preschool education, in order to further enrich the understanding of preschool children’s working memory development. At the same time, we can also lay a certain empirical foundation for more in-depth investigation of the relationship between children’s working memory and mathematical ability. Finally, we can better promote the overall development of preschool children by developing working memory training tasks. |
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