假如地球是个违章建筑     

李PP 《大中专文苑》2010,(9)

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Relation between cognitive and motor performance in 5- to 6-year-old children: results from a large-scale cross-sectional study     

Wassenberg R  Feron FJ  Kessels AG  Hendriksen JG  Kalff AC  Kroes M  Hurks PP  Beeren M  Jolles J  Vles JS 《Child development》2005,76(5):1092-1103

The relation between cognitive and motor performance was studied in a sample of 378 children aged 5-6. Half of these children had no behavior problems; the others were selected for externalizing (38%) or internalizing problems (12%). Quantitative and qualitative aspects of motor performance were related to several aspects of cognition, after controlling for the influence of attention. No relation between global aspects of cognitive and motor performance was found. Specific positive relations were found between both aspects of motor performance, visual motor integration and working memory, and between quantitative aspects of motor performance and fluency. These findings reveal interesting parallels between normal cognitive and motor development in 5- to 6-year-old children that cannot be ascribed to attention processes.  相似文献   

Sex differences in arithmetical performance scores: Central tendency and variability     

R. Martens  P.P.M. Hurks  C. Meijs  R. Wassenberg  J. Jolles 《Learning and individual differences》2011,21(5):549-554

The present study aimed to analyze sex differences in arithmetical performance in a large-scale sample of 390 children (193 boys) frequenting grades 1–9. Past research in this field has focused primarily on average performance, implicitly assuming homogeneity of variance, for which support is scarce. This article examined sex differences in arithmetical operations (addition, subtraction, multiplication and division) in central tendency and variability. Central tendency analyses revealed a male advantage, predominantly in addition and subtraction, from grade 6 onward. Variability analyses showed that sex differences were largest among higher achievers and absent among lower achievers. Thus, central tendency and variability analyses provide complementary information on sex differences in arithmetical performance. In conclusion, sex differences in arithmetical performance exist, but depend on the studied arithmetical operation, age group and achievement level. The present study thereby offers new directions for future research by indicating the need for a broader perspective on sex differences.  相似文献