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首页> 外文期刊>British journal of educational psychology >The nature of the association between number line and mathematical performance: An international twin study
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The nature of the association between number line and mathematical performance: An international twin study

机译：数线与数学绩效之间的关联性质：国际对手研究

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摘要

Background The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. Aims This large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of genes and environments on: (1) individual variation in number line estimation and (2) the covariation of number line estimation with mathematics. Samples We used over 3,000 8- to 16-year-old twins from the United States, Canada, the United Kingdom, and Russia, and a sample of 1,456 8- to 18-year-old singleton Russian students. Methods Twins were assessed on: (1) estimation of numerical magnitudes using a number line task and (2) two mathematics components: fluency and problem-solving. Results Results suggest that environments largely drive individual differences in number line estimation. Both genes and environments contribute to different extents to the number line estimation and mathematics correlation, depending on the sample and mathematics component. Conclusions Taken together, the results suggest that in more heterogeneous school settings, environments may be more important in driving variation in number line estimation and its association with mathematics, whereas in more homogeneous school settings, genetic effects drive the covariation between number line estimation and mathematics. These results are discussed in the light of development and educational settings.
机译：背景技术数字线任务评估估计数值大小的能力。人们在这种能力中变化很大，这种变异性以前与数学技能相关联。然而，不完全理解，数线估计的个体差异及其与数学关联的来源。目的这一大型遗传敏感研究使用双胞胎设计来估计基因和环境的影响的大小：（1）数线估计的个体变化和（2）与数学的数量线估计的协变度。我们使用来自美国，加拿大，英国和俄罗斯的3,000多岁的双胞胎，以及1,456岁至18岁的单身俄罗斯学生的样本。方法评估双胞胎：（1）使用数字线任务和（2）两个数学组件的数值估计数值估计：流畅性和解决问题。结果结果表明，环境在很大程度上推动了数量线估计的各个差异。根据样本和数学分量，基因和环境都有助于数线估计和数学相关的不同程度。结论结束，结果表明，在更异构的学校设置中，环境在驾驶数量线估计和与数学的变化中可能更重要，而在更加均匀的学校环境中，遗传效应驱动数线估计和数学之间的协变量。根据开发和教育环境讨论这些结果。

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  • 作者

    Tosto Maria Grazia; Garon-Carrier Gabrielle; Gross Susan; Petrill Stephen A.; Malykh Sergey; Malki Karim; Hart Sara A.; Thompson Lee; Karadaghi Rezhaw L.; Yakovlev Nikita; Tikhomirova Tatiana; Opfer John E.; Mazzocco Michele M. M.; Dionne Ginette; Brendgen Mara; Vitaro Frank; Tremblay Richard E.; Boivin Michel; Kovas Yulia;

  • 作者单位

    Tomsk State Univ Inst Genet Neurobiol &

    Social Fdn Child Dev Dept Psychol Lab Cognit Invest &

    Behav Genet Tomsk Russia;

    Univ Laval Sch Psychol Quebec City PQ Canada;

    Case Western Reserve Univ Dept Psychol Sci Cleveland OH 44106 USA;

    Ohio State Univ Dept Psychol Columbus OH USA;

    Tomsk State Univ Inst Genet Neurobiol &

    Social Fdn Child Dev Dept Psychol Lab Cognit Invest &

    Behav Genet Tomsk Russia;

    Kings Coll London Inst Psychiat Psychol &

    Neurosci Genet &

    Dev Psychiat Ctr MRC Social London England;

    Florida State Univ Florida Ctr Reading Res Dept Psychol Tallahassee FL 32306 USA;

    Case Western Reserve Univ Dept Psychol Sci Cleveland OH 44106 USA;

    Kings Coll London Inst Psychiat Psychol &

    Neurosci Genet &

    Dev Psychiat Ctr MRC Social London England;

    Tomsk State Univ Inst Genet Neurobiol &

    Social Fdn Child Dev Dept Psychol Lab Cognit Invest &

    Behav Genet Tomsk Russia;

    Russian Acad Educ Psychol Inst Moscow Russia;

    Ohio State Univ Dept Psychol Columbus OH USA;

    Univ Minnesota Inst Child Dev 51 E River Rd Minneapolis MN 55455 USA;

    Univ Laval Sch Psychol Quebec City PQ Canada;

    Univ Quebec Montreal Sch Psychol Dept Psychol Montreal PQ Canada;

    Univ Montreal Dept Pediat &

    Psychol Dept Psychoeduc Montreal PQ Canada;

    Tomsk State Univ Inst Genet Neurobiol &

    Social Fdn Child Dev Dept Psychol Lab Cognit Invest &

    Behav Genet Tomsk Russia;

    Tomsk State Univ Inst Genet Neurobiol &

    Social Fdn Child Dev Dept Psychol Lab Cognit Invest &

    Behav Genet Tomsk Russia;

    Tomsk State Univ Inst Genet Neurobiol &

    Social Fdn Child Dev Dept Psychol Lab Cognit Invest &

    Behav Genet Tomsk Russia;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 师范教育;
  • 关键词

    culture; individual differences; mathematics ability; number line; twin studies;

    机译：文化;个人差异;数学能力;数字线;双胞胎研究;

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