5～6岁潜在数学学习困难儿童数学和工作记忆的4周游戏训练效果

Effects of 4-week game training on early numeracy and working memory in 5-6 years old children at risk for learning difficulty in mathematics

目的:探讨数学游戏和工作记忆两种游戏训练对学前潜在数学学习困难儿童的数学能力和工作记忆的影响。方法:对600例幼儿进行早期数学能力测试(TEMA),以得分最低的10%的儿童判断为潜在数学学习困难,共58例。简单随机分成数学游戏实验组(n=21)、工作记忆实验组(n=18)和对照组(n=19)。采用小组游戏的方式对两个实验组儿童训练4周。对照组儿童玩猜谜语游戏。训练前后分别对三组儿童运用TEMA进行了数学能力和运用圆点短时记忆任务、找不同任务、词语顺背任务进行了工作记忆的前测和后测。结果:数学游戏训练组、工作记忆训练组与对照组在所有任务的基线评分均无统计学意义(均P>0.05)。重复方差分析结果发现,数学能力、找不同任务、词语顺背任务的时间和分组交互效应有统计学意义(均P<0.05)。简单效应分析表明,在数学能力后测得分上,数学游戏训练组高于对照组[(112.6±8.1)vs.(98.5±4.8),P<0.01],工作记忆训练组得分也高于对照组[(110.2±6.7)vs.(98.5±4.8),P<0.05]。找不同任务、词语顺背任务的后测得分,工作记忆训练组高于对照组[(6.9±0.8)vs.(4.8±2.0),P<0.001],[(12.6±2.3)vs.(9.8±0.6),P<0.001]。结论:本研究提示数学游戏训练可能提高儿童的数学能力,但是工作记忆没有提高;工作记忆训练可能既提高儿童的工作记忆能力,也提高数学能力。

Objective： To investigate the effects of two training methods of mathematical game training and working memory training on mathematical ability and working memory of preschool children at risk for learning difficulty in mathematical. Methods： The 58 children at risk for learning difficulty in mathematical were the lowest 10% of 600 children by the tool of Test of Early Mathematics Ability（TEMA）.Subjects were randomly assigned to mathematical game training group（ n =21）,working memory training group（ n =18）,and control group （ n =19）. Children in the two training groups were intervened in groups for 4 weeks.Children in the control group played guessing riddles.Before and after the intervention,they were respectively measured by TEMA for mathematical ability,and dot short time memory task,find different task,words back task for working memory. Results： There were no significant difference between groups for all tasks in the pretest.The repeated measures analysis of variance of TEMA,Odd One Out and Word-span forward task showed that,there were statistical significance on them for interaction between time and group processing （ P 〈0.05）.Simple effect analysis indicated that the mathematical games training group got higher TEMA in the posttest compared with the control group [（112.6±8.1）vs.（98.5±4.8）, P =0.009],as well as the working memory training group [（110.2±6.7）vs.（98.5±4.8）, P =0.04].As for Odd One Out Task and Word-span forward task,the working memory training group outperformed the control group[（6.9±0.8）vs.（4.8±2.0）, P 〈0.001],[（12.6±2.3）vs.（9.8±0.6）, P 〈0.001]. Conclusion： The results suggested that the mathematical game training specifically improved early numeracy abilities in preschool children,whereas working memory training improved not only working memory abilities but also early numeracy abilities.