Processes in the development of mathematics in kindergarten children from Title 1 schools
作者： Matthew E. Foster , Jason L. Anthony , Doug H. Clements , Julie H. Sarama
DOI: 10.1016/J.JECP.2015.07.004
关键词: Numeracy 、 Nonverbal communication 、 Psychology 、 Vocabulary 、 Phonological awareness 、 Variation (linguistics) 、 Fluid intelligence 、 Developmental psychology
摘要: Abstract This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of intelligence, PA, RAN, STM, numeracy in the fall kindergarten, whereas applied problems spring kindergarten. Fall scores accounted for substantial variation outcomes (R2 values = .49 .32 problems, respectively), which underscores importance preschool math instruction screening learning difficulties on entry into Fluid intelligence PA significantly unique (ΔR2 = .05) after controlling autoregressive effects classroom nesting. STM (ΔR2 = .14) Although contributions toward reliable arguably important, they small.
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