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1.
Xiao Zhang Pekka Räsänen Tuire Koponen Kaisa Aunola Marja-Kristiina Lerkkanen Jari-Erik Nurmi 《Child development》2020,91(1):7-27
Mathematical difficulties have been distinguished as mathematics learning disability (MLD) and persistent low achievement (LA). Based on 1,880 Finnish children who were followed from kindergarten (age 6) to fourth grade, this study examined the early risk factors for MLD and LA. Distinct groups of MLD (6.0% of the sample) and LA (25.7%) children were identified on the basis of their mathematics performance between first and fourth grades with latent class growth modeling. Impairment in the same set of cognitive skills, including language, spatial, and counting skills, was found to underlie MLD and LA. The finding highlights the importance of monitoring mathematical development across the early grades and identifying early cognitive precursors of MLD and LA for screening and intervention efforts. 相似文献
2.
The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing the 2006 Progress in International Reading Literacy Study data using measures of ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% of the differences in student difficulty occurred at the country (61%) and classroom (30%) levels (ecological), with less than 9% at the student level (cognitive and psychological). All three components were negatively associated with reading difficulties: cognitive (student's early literacy skills), ecological (family characteristics [socioeconomic status, number of books at home, and attitudes about reading], school characteristics [school climate and resources]), and psychological (students' attitudes about reading, reading self-concept, and being a girl). These results extend the CMR by demonstrating the importance of multiple levels of factors for reading deficits across diverse cultures. 相似文献
3.
本研究采用“共同题?锚测验”设计,使用R语言ltm程序包中的IRT两参数模型进行各年级小学生数学学力认知诊断测验和被试参数的估计,并使用equateIRT程序包进行跨年级小学生数学学力认知诊断测验各项参数的等值转换。结果表明,等值转换后各年级测验的题目难度和小学生数学学力均随年级增长而逐渐递增,不同学校、民族、性别学生的数学学力发展差异性特征均与理论假设相符。本研究验证了采用IRT垂直等值方法构建跨年级小学生数学学力发展水平垂直量表的可行性,为制定系统性补救教学方案和自适应题库建设提供了必要的实证证据。 相似文献
4.
Xiangzi Ouyang Xiao Zhang Pekka Räsänen Tuire Koponen Marja-Kristiina Lerkkanen 《Child development》2023,94(3):633-647
Using cognitive diagnostic modeling (CDM), this study identified subtypes of mathematics learning disability (MLD) based on children's numerical skills and examined the language and spatial precursors of these subtypes. Participants were 99 MLD children and 420 low achievers identified from 1839 Finnish children (966 boys) who were followed from preschool (age 6) to fourth grade (2007–2011). Five subtypes were identified: the arithmetic fluency deficit only subtype, the counting deficit subtype, the pervasive deficit subtype, the symbolic deficit subtype, and the counting and concept deficit subtype. Different subtypes depended on different constellations of language and spatial deficits. Findings highlight the effectiveness of CDM in identifying MLD subtypes and underscore the importance of understanding the specific deficits and antecedents of the subtypes. 相似文献
5.
Fact retrieval deficits in low achieving children and children with mathematical learning disability
Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted developing retrieval competence from second to fourth grade with developing competence in executing arithmetic procedures, in fluency of processing quantities represented by Arabic numerals and sets of objects, and in representing quantity on a number line. The retrieval deficits of LA-severe fact retrieval children were at least as debilitating as those of the children with MLD and showed less across-grade improvement. The deficits were characterized by the retrieval of counting string associates while attempting to remember addition facts, suggesting poor inhibition of irrelevant information during the retrieval process. This suggests a very specific form of working memory deficit, one that is not captured by many typically used working memory tasks. Moreover, these deficits were not related to procedural competence or performance on the other mathematical tasks, nor were they related to verbal or nonverbal intelligence, reading ability, or speed of processing, nor would they be identifiable with standard untimed mathematics achievement tests. 相似文献
6.
The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations 
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下载免费PDF全文 Tyler W. Watts Greg J. Duncan Meichu Chen Amy Claessens Pamela E. Davis‐Kean Kathryn Duckworth Mimi Engel Robert Siegler Maria I. Susperreguy 《Child development》2015,86(6):1892-1907
Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self‐concepts, school placement, executive functioning, and proficiency in fractions and division account for the association between mathematics achievement in first grade and at age 15. As hypothesized, a strong longitudinal association between first‐grade and adolescent mathematics achievement was present (β = .36) even after controlling for a host of background characteristics, including cognitive skills and reading ability. The mediators accounted for 39% of this association, with mathematics self‐concept, gifted and talented placement, and knowledge of fractions and division serving as significant mediators. 相似文献
7.
Field dependence/independence cognitive style was found to relate to general academic achievement and specific areas of mathematics; in the majority of studies, field-independent students were found to be superior to field-dependent students. The present study investigated the relationship between field dependence/independence cognitive style and problem-posing ability among sixth grade students. The 94 students’ sample was clustered into three groups, according to the cognitive-style field dependence/independence (field dependents, field mixed and field independents). The results suggest that field-independent participants outperformed field-mixed and field-dependent ones in both problem-posing ability and the complexity of the problems posed. It was also found that the content of the task influenced the differences between the three groups of students as regards the ability in problem posing and the complexity of the problems posed; while in the first (informal context), second and fourth task differences were found between the groups, in the third task (formal context), no differences were evident. The results are interpreted in consideration to the relevant literature findings. Some educational implications are discussed and directions for future research are drawn. 相似文献
8.
Anastasia Efklides Maria Papadaki Georgia Papantoniou Gregoris Kiosseoglou 《European Journal of Psychology of Education - EJPE》1999,14(1):57-69
The aim of the study was to identify possible individual differences effects on school mathematics performance and feelings of difficulty (FOD). Cognitive ability (general and domain-specific), affect (anxiety and achievement need), age, and gender were considered the main sources of individual differences. The effect of the testing experience (i.e., the repeated exposure to the testing situation) was also taken into account. Two hundred forty three subjects, of both genders, from 13 to 15 years of age were tested with three task batteries: the cognitive ability, the affective battery and the school mathematics battery. Ratings of the difficulty of each of the mathematics items were also collected. A second testing of the affective battery, mathematical tasks and FOD was effected one year after the first. A series of path analyses and ANOVAs were performed on the data. It was found that ability directly influenced performance whereas both ability and affect influenced FOD. Feelings of difficulty were also influenced by performance. Age differentiated FOD only at the 2nd testing. Gender interacted with both person and task characteristics and had an effect on FOD but not on performance. 相似文献
9.
Although an increasing number of research studies have investigated the cognitive deficits related to difficulties in learning mathematics, little is known about whether these cognitive deficits longitudinally predict low mathematics achievement over time. The current 6-year longitudinal study was conducted to address this issue. A sample of 101 students was tested on various numerical and cognitive competencies when they were in kindergarten and in Grade 1. They were then followed until they were in Grade 6, and their mathematics achievement was assessed bi-annually. A group of persistent low mathematics achievers (PLA) who scored consistently below the 25th percentile was identified. This group of PLA showed difficulties in most of the numerical tasks as early as kindergarten. More importantly, three of the early predictors correctly identified 79% of the PLAs. The current findings provide valuable information concerning the core cognitive deficits underlying difficulties in learning mathematics as well as an important tool for educators for identifying children who are at risk of persistent math learning difficulties in the elementary school years. 相似文献
10.
Hayward P. Andres 《Journal of Further & Higher Education》2019,43(2):220-235
Given the recent reported common occurrence of mediocre or substandard academic performance by students in colleges and universities, it has become essential to identify pedagogical factors that might lessen or reverse this trend. Kolb’s experiential learning, Pintrich’s student learning motivation, and cognitive load theories were used as a framework to assess active teaching moderation of the effects of course difficulty on course performance and learning motivation. Hierarchical ordinary least squares (OLS) regression was used to analyse the data. Research subjects were recruited from a medium-sized historically Black college and university (HBCU) students enrolled in STEM (science, technology, engineering, and mathematics) and Business (i.e. management, economics, or accounting) classes. Active teaching was a positive predictor of course grade and learning motivation. Course difficulty was a negative predictor of course grade. Interaction analysis revealed that increases in active teaching reduced (i.e. moderated) the negative relationship between course difficulty on both course grade and learning motivation. Overall, the findings suggest that student learning outcomes are certainly a function of pedagogy (e.g. active teaching), psychological/affective (e.g. learning motivation), and learning content complexity. Active teaching environments should (1) address both cognitive load and emotional responses attributed to difficult coursework, and (2) provide efficacy building opportunities during instructional delivery. 相似文献
11.
Turner syndrome is a common genetic disorder associated with select deficits in executive functions, working memory and mathematics. In Study 1, we examined growth trajectories of skills in these areas, from grades 1 to 6, among girls with or without Turner syndrome. Rates of growth and performance levels at 6th grade, on an untimed math achievement test, did not suggest that girls with Turner syndrome have math learning difficulty (MLD). However, analyses did reveal lower efficiency on timed executive function tasks, among girls with Turner syndrome, who traded accuracy for speed under mild to moderate working memory demands. In Study 2 we compared numerical processing skills of 6th graders who had either Turner syndrome, MLD, low math achievement, or typical achievement in math. A numerical decomposition task revealed numerical processing deficits for the Turner syndrome and MLD groups, relative to typically achieving students. The relative difficulties in how numerical processing vs. working memory demands affected performance accuracy differed among groups, with the former demands leading to more performance difficulties in the Turner syndrome group. Our findings support the notion that girls with Turner syndrome recruit different strategies than their peers during allegedly basic numerical processing, that numerical processing deficits vs. executive function deficits underlie their difficulties with mathematics, and that math difficulties among these girls may not be apparent on untimed tests. These finding have implications for a possible manifestation of MLD. 相似文献
12.
John Jr-Hung Lin Sunny S. J. Lin 《International Journal of Science and Mathematics Education》2014,12(3):605-627
The present study investigated (a) whether the perceived cognitive load was different when geometry problems with various levels of configuration comprehension were solved and (b) whether eye movements in comprehending geometry problems showed sources of cognitive loads. In the first investigation, three characteristics of geometry configurations involving the number of informational elements, the number of element interactivities and the level of mental operations were assumed to account for the increasing difficulty. A sample of 311 9th grade students solved five geometry problems that required knowledge of similar triangles in a computer-supported environment. In the second experiment, 63 participants solved the same problems and eye movements were recorded. The results indicated that (1) the five problems differed in pass rate and in self-reported cognitive load; (2) because the successful solvers were very swift in pattern recognition and visual integration, their fixation did not clearly show valuable information; (3) more attention and more time (shown by the heat maps, dwell time and fixation counts) were given to read the more difficult configurations than to the intermediate or easier configurations; and (4) in addition to number of elements and element interactivities, the level of mental operations accounts for the major cognitive load sources of configuration comprehension. The results derived some implications for design principles of geometry diagrams in secondary school mathematics textbooks. 相似文献
13.
Several studies have reported significant relationships between children’s season of birth and measures of their academic success (i.e., the ‘season of birth effect’). Whereas most of these studies were cross‐sectional, the current study uses growth curve modelling to analyse longitudinal data on 3,187 children in Flemish primary education. The results indicate season of birth effects on both grade retention and mathematics achievement during the first two years of primary school. Because the Flemish cut‐off date is 31 December, children born in the fourth quarter (October‐November‐December) invariably are among the youngest in their grade age group. Almost 20% of these children were found to have been retained or referred to special education by the end of Grade 2, whereas for children born in the first quarter (January‐February‐March), this was only 6.34%. First quarter‐born children also showed moderately higher mathematics achievement at the start of first grade. During the next two school years, this achievement gap between children born in the first and the fourth quarter narrowed significantly. Finally, differentiated instruction was not found to be related to the decrease of the season of birth effect. 相似文献
14.
15.
Anastasia Efklides Maria Papadaki Georgia Papantoniou Gregoris Kiosseoglou 《European Journal of Psychology of Education - EJPE》1998,13(2):207-226
Feelings of difficulty, or subjective estimation of task difficulty, are on-line metacognitive experiences, which arise as response to the difficulty of the tasks processed by the person. They are related to performance, but little is known about their nature and the factors that influence them. This study aimed to delimit the possible individual differences effects on feelings of difficulty experienced in relation to school mathematics. General and domain-specific cognitive ability, affect, gender and expertise were the individual differences factors studied. The subjects were 299 students of 7th, 8th, & 9th grade and they were tested with mathematical tasks of three levels of difficulty. Upon completion of each task subjects rated its difficulty on a 4-point scale, ranging from 1: not difficult at all to 4: very difficult. Testing was repeated one year later. Path analysis showed that feelings of difficulty form a system of their own, which is mainly influenced by performance and cognitive ability rather than affective factors. Only anxiety state had a direct effect on feelings of difficulty. Expertise did not differentiate feelings of difficulty in the 1st testing, but it did so in the second. Gender interacted with both personal and task characteristics, the girls being more atypical in their responses than boys. The educational implications of these results are discussed. 相似文献
16.
Cognitive deficits in reading disability and attention deficit disorder 总被引：12，自引：0，他引：12
This paper presents data from three studies (a cross-sectional study of school-referred children, a test-retest study of subtypes of reading disabilities, and a study of a large, random sample of first graders) that focus on specifying the cognitive deficits associated with reading difficulties and separating them from those associated with attentional deficits. The cognitive deficits associated with difficulty in reading were consistent across samples, developmental levels, definitions, and subtypes of reading disabilities. With IQ, age, and sex controlled for, poor readers were significantly impaired on measures of naming and phonological awareness. The effects of attentional deficits were more variable and complex but were clearly separate from the reading disability effects. 相似文献
17.
Cognitive Attributes,Attention, and Self‐Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention 下载免费PDF全文
下载免费PDF全文 Eunsoo Cho Garrett J. Roberts Philip Capin Greg Roberts Jeremy Miciak Sharon Vaughn 《Learning disabilities research & practice》2015,30(4):159-170
We examined cognitive attributes, attention, and self‐efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention. We also included typical readers (n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self‐reported self‐efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self‐efficacy compared to typical readers. 相似文献
18.
《Learning disabilities research & practice》2017,32(4):231-245
The purpose of this pilot study was to explore the impact of mathematics and reading learning difficulties on the mathematics‐vocabulary understanding of fifth‐grade students. Students (n = 114) completed three measures: mathematics computation, general vocabulary, and mathematics vocabulary. Based on performance on the mathematics computation and general vocabulary measures, students were categorized with no learning difficulty (i.e., typical), mathematics difficulty without reading difficulty (MD‐only), reading difficulty without mathematics difficulty (RD‐only), and combined mathematics and reading difficulties (MDRD). On the mathematics‐vocabulary measure, students with MD‐only or RD‐only scored significantly lower than typical students, and students with MDRD demonstrated significantly lower performance than students with MD‐only or RD‐only. 相似文献
19.
Dr. habil. Timo Ehmke Dr. Barbara Drechsel Jun.-Prof. Dr. Claus H. Carstensen 《Zeitschrift für Erziehungswissenschaft》2008,11(3):368-387
This study analyses the effects which repeating a class has on ninth grade students’ development of mathematical competency. The following research questions were addressed: How many students repeat grades in the different types of schools? How do students who repeat a grade differ from those who do not in their performance and background characteristics? How much extra mathematics do students repeating a grade learn in one school year? What are the differences between various types of school? Can students with poor mathematics grades in particular profit from repeating a grade? The sample is a sub-sample of the PISA-I-Plus study and comprises N = 360 ninth grade students. The total sample of PISA-I-Plus is representative for all ninth/tenth grade students from the different school types in Germany. The data survey was carried out in the ninth grade and then repeated after the students had repeated a year. The results document differences in the amount of grade repeat quotas between types of school. Furthermore, compared to students not repeating, those repeating a grade had lower mathematics (d = 1.02) and german (d = 1.14) grades, a lower level of mathematical literacy (d = 0.51), and lower test results with regard to basic cognitive abilities (d = 0.32). In terms of the development of mathematical literacy, the students repeating a grade could improve by an average of 23 points (d = 0.27) on the PISA mathematics scale. However, the results identify 38 percent of students repeating a grade who do not make any significant improvement in mathematics or even get worse. A differentiation according to school types shows that students repeating a grade in integrated comprehensive secondary schools and in schools with several educational levels in particular do not, on average, show any noteworthy improvement in their mathematical literacy. The analysis of the school grades received in mathematics shows that students whose mathematics grades are unsatisfactory do not benefit more from repeating a grade than students whose mathematics performance has been rated as being “satisfactory” or better. The article concludes with a discussion of the possible consequences of changing the way in which repetitions of grades are dealt with. 相似文献