Global S&T Development Trend Analysis Platform of Resources and Environment
DOI | 10.1126/science.aal4724 |
Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics | |
Dillon, Moira R.1; Kannan, Harini2; Dean, Joshua T.3; Spelke, Elizabeth S.1; Duflo, Esther2,3 | |
2017-07-07 | |
发表期刊 | SCIENCE |
ISSN | 0036-8075 |
EISSN | 1095-9203 |
出版年 | 2017 |
卷号 | 357期号:6346页码:47-+ |
文章类型 | Article |
语种 | 英语 |
国家 | USA; India |
英文摘要 | Many poor children are underprepared for demanding primary school curricula. Research in cognitive science suggests that school achievement could be improved by preschool pedagogy in which numerate adults engage children's spontaneous, nonsymbolic mathematical concepts. To test this suggestion, we designed and evaluated a game-based preschool curriculum intended to exercise children's emerging skills in number and geometry. In a randomized field experiment with 1540 children (average age 4.9 years) in 214 Indian preschools, 4 months of math game play yielded marked and enduring improvement on the exercised intuitive abilities, relative to no-treatment and active control conditions. Math-trained children also showed immediate gains on symbolic mathematical skills but displayed no advantage in subsequent learning of the language and concepts of school mathematics. |
领域 | 地球科学 ; 气候变化 ; 资源环境 |
收录类别 | SCI-E ; SSCI |
WOS记录号 | WOS:000416909500001 |
WOS关键词 | CASH TRANSFER PROGRAM ; INDIVIDUAL-DIFFERENCES ; CHILD-DEVELOPMENT ; VISUAL-ATTENTION ; MATH PERFORMANCE ; NUMBER ACUITY ; LOW-INCOME ; APPROXIMATE ; REPRESENTATIONS ; GEOMETRY |
WOS类目 | Multidisciplinary Sciences |
WOS研究方向 | Science & Technology - Other Topics |
URL | 查看原文 |
引用统计 | |
文献类型 | 期刊论文 |
条目标识符 | http://119.78.100.173/C666/handle/2XK7JSWQ/196400 |
专题 | 地球科学 资源环境科学 气候变化 |
作者单位 | 1.Harvard Univ, Dept Psychol, 33 Kirkland St, Cambridge, MA 02138 USA; 2.Abdul Latif Jameel Poverty Act Lab South Asia, New Delhi, India; 3.MIT, Dept Econ, Cambridge, MA 02139 USA |
推荐引用方式 GB/T 7714 | Dillon, Moira R.,Kannan, Harini,Dean, Joshua T.,et al. Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics[J]. SCIENCE,2017,357(6346):47-+. |
APA | Dillon, Moira R.,Kannan, Harini,Dean, Joshua T.,Spelke, Elizabeth S.,&Duflo, Esther.(2017).Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics.SCIENCE,357(6346),47-+. |
MLA | Dillon, Moira R.,et al."Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics".SCIENCE 357.6346(2017):47-+. |
条目包含的文件 | 条目无相关文件。 |
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