Abstract

To determine whether patterning instruction was as useful or more useful than other forms of instruction, kindergarten children (age five) were taught either patterning or early literacy or mathematics or social studies in matched sessions. Instruction was conducted in 15-minute sessions from November through mid-April. Posttests on patterning, mathematics, early literacy, and three executive functions showed that the children taught patterning became significantly better at patterning than those in the other instructional conditions. No differences were found between the children taught mathematics, early literacy, or social studies. Correlational analyses indicated that the relations of patterning ability, working memory, and inhibitory control to mathematics achievement were similar. Cognitive flexibility was not very strongly related to any other measure and the executive functions were relatively independent of each other for the children who were age five.

摘要

为了确定模式教学是否比其他形式的教学有用或有用，对幼儿园的孩子（五岁）进行了模式配对或早期识字或数学或社会研究的配对授课。从11月到4月中旬，每15分钟进行一次教学。对图案，数学，早期识字和三个执行功能的后测表明，所教的图案儿童比其他教学条件下的图案能力明显提高。在教过数学，早期识字或社会研究的孩子之间没有发现差异。相关分析表明，构图能力，工作记忆和抑制控制与数学成绩之间的关系相似。