Literaturnachweis - Detailanzeige
| Autor/inn/en | Yip, Sai-Kit Eason; Wong, Tin-Yau Terry; Kwan, Kam-Tai |
|---|---|
| Titel | The Relation between Complement Understanding and Computational Skills: A Random Intercept Cross-Lagged Panel Model |
| Quelle | In: Developmental Psychology, 59 (2023) 3, S.431-441 (11 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Yip, Sai-Kit Eason) ORCID (Wong, Tin-Yau Terry) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0012-1649 |
| DOI | 10.1037/dev0001481 |
| Schlagwörter | Computation; Thinking Skills; Grade 4; Elementary School Students; Nonverbal Ability; Mathematics Skills; Foreign Countries; Hong Kong |
| Abstract | Understanding of the complement principle has been proposed as closely related to computational skills, but few studies have investigated their interrelations. The present longitudinal study attempted to clarify the picture by examining their potential cross-lagged relation. Fourth graders (n = 221) in Hong Kong received 3 cognitive assessments at intervals of 6 months, consisting of multiple measures of complement understanding, a nonverbal intelligence test, and a computational skills measure. A random intercept cross-lagged panel model revealed that complement understanding significantly predicted future computational skills, but the reciprocal prediction was nonsignificant. The findings provide empirical evidence supporting the close relation between complement understanding and computational skills and call for future endeavors to examine the interrelations between computational skills and understanding of other arithmetic principles. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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