Exploring Mechanisms of Rapid Automatized Naming to Arithmetic Skills in Chinese Primary Schoolers

Autor/inn/en	Wang, Yiji; Ye, Xiaolin; Deng, Ciping
Titel	Exploring Mechanisms of Rapid Automatized Naming to Arithmetic Skills in Chinese Primary Schoolers
Quelle	In: Psychology in the Schools, 57 (2020) 4, S.556-571 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Yiji) ORCID (Ye, Xiaolin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22349
Schlagwörter	Foreign Countries; Elementary School Students; Mathematics Skills; Arithmetic; Naming; Word Problems (Mathematics); Cognitive Processes; China + Suchen Sie Ihr Suchwort? Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Textaufgabe; Cognitive process; Kognitiver Prozess
Abstract	Rapid automatized naming (RAN) is associated with children's arithmetic performance, which is multifactorial by nature and consists of arithmetic fluency, arithmetic procedure, and word problems. Yet, it is unclear whether RAN can predict all key aspects of arithmetic skills independently and what cognitive mechanisms may explain this relation. Using a sample of Chinese primary school students (N = 170), results showed that while RAN was associated with all key aspects of arithmetic skills, the relations of RAN--arithmetic procedure and RAN--word problems may be dependent on that of RAN--arithmetic fluency. Supporting the processing speed hypothesis, results further suggested that processing speed may underlie the relation between RAN and arithmetic performance. Findings made unique contribution to understanding the effect of RAN on arithmetic performance and cognitive mechanisms that may underpin this association in the context of Chinese culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01