HSI Model

In the present research, we present a model that captures the variable relations among measures of symbolic number processing and mathematical performance and test it by contrasting the performance of more- and less-skilled adults. The more-skilled adults were educated in China (n = 71) and the less-skilled adults were educated in Canada (n = 68). They completed a variety of symbolic number tasks, including measures of cardinal number knowledge (number comparisons), ordinal number knowledge (order judgments) and arithmetic fluency, as well as other mathematical measures, including fraction and algebra computations, complex number line performance, and numerical problem solving. We hypothesized that Chinese-educated individuals, whose mathematical experiences include a strong emphasis on acquiring fluent access to symbolic associations among numbers, would show more integrated number symbol knowledge compared to Canadian-educated individuals. Multi-group path analysis supported the symbol integration hypothesis.

在本项研究中，我们提出了一种模型，用以捕捉符号数字处理度量与数学表现之间的变量关系，并通过对比不同技能水平的成年人的表现来对其进行了验证。其中，技能水平较高的成年人均在中国接受教育（n = 71），而技能水平较低的成年人均在加拿大接受教育（n = 68）。他们完成了一系列符号数字任务，包括基数知识度量（数字比较）、序数知识度量（顺序判断）和算术流畅度，以及其他数学度量，例如分数和代数计算、复数数线表现和数值问题解决。我们假设，在中国接受教育的个体，其数学经验强调对数字之间符号关联的流畅获取，与在加拿大接受教育的个体相比，将展现出更为整合的数字符号知识。多组路径分析验证了符号整合假设。