黑龙江省小学生数学能力测试量表及常模的制订

目的 制订适合于黑龙江省儿童的数学能力测试量表及其参照常模。方法 采用德国海德堡大学《小学生数学基本能力测试量表》翻译修订版，对黑龙江省哈尔滨市、大庆市、绥化市市区及农村6所小学1～5年级共1320名学生进行测试。结果 制订出的常模分半信度、复测信度、同质性信度(内部一致性系数)及效度均达到测量学标准。结论 该量表适合于黑龙江地区小学生数学能力的评价，可为临床计算障碍儿童的筛查提供依据。     

贵州省小学生数学基本能力现状研究

目的用“德国海德堡大学小学生数学基本能力测试量表”研究贵州省小学生数学基本能力现状,为制订适合贵州省儿童的参照常模提供基础资料。方法随机选取贵州省一~六年级的小学生2 862名为研究对象,按照心理测量学要求进行团体测试。结果贵州省小学生数学基本能力在填空、大小比较得分上明显低于全国平均值;空间-视觉功能领域分也较全国平均值稍低,农村儿童比城市儿童更为明显;各分量表的得分存在明显的年级、城乡差异。结论贵州省小学生数学基本能力低于全国平均值,存在明显的城乡和年级差异。     

小学生数学能力系统干预效果评价

了解小学生数学能力的系统干预效果,为探讨提高小学生数学能力的有效方法提供参考依据.方法 采用“德国海德堡大学小学生数学基本能力测试量表”翻译版,对整群分层抽取的贵阳城区823名二~六年级小学生进行团体测试,对量表得分等级为中下及较差的59名学生进行干预.结果 干预前,干预组和对照组学生数学能力量表得分差异无统计学意义(t=0.206,P>0.05);干预后,与对照组比较,干预组学生数学运算能力、逻辑思维与空间-视觉能力和总数学能力均有提高,差异均有统计学意义(F值分别为21.979,38.636,62.819,P值均<0.01);对照组干预前后数学能力得分差异无统计学意义(P>0.05).结论 系统干预方法能有效促进小学生数学能力的发展.     

中国小学生基本数学能力测试量表常模的建立

目的建立适合我国小学生基本数学能力测试量表的评定常模,以满足心理测量的需要.方法参照2000年第5次全国人口普查资料,采用多阶段分层整群抽样,分别在城区与农村抽取样本7 377例和7 316例.结果常模样本构成比例与人口资料基本吻合,样本在各年级及男女性别分布基本均衡,具有较好的代表性;城乡儿童的数学能力测试得分在大部分分测试中差异存在显著性,而大部分分测试得分的性别差异无显著性,因此分别建立城区和农村2套常模.结论小学生基本数学能力测试量表的评定常模基本达到了设计目的和预期水平.     

肥胖儿童数学基本能力状况调查

目的了解肥胖儿童与正常体重儿童数学能力是否有差异。方法随机抽取贵阳市两所普通小学532名学生为研究对象,测量身高、体重等指标,并用“德国海德堡大学小学生数学基本能力测试量表”按照心理测量学要求进行团体测试。结果各年级人数构成基本相当,分别为：一年级83人,肥胖率9．6％;二年级116人,肥胖率10．3％;三年级121人,肥胖率10．7％;四年级107人,肥胖率13．0％;五年级105人,肥胖率12．4％。体重低于正常者46人（8．6％）,正常体重358人（62．7％）;超重68人（12．7％）;肥胖者60人（11．3％）。在数学运算领域（MT1）、逻辑思维与空间一视觉领域（M1、2）、总分（NTGes）及分测试共14个条目中,超重组与正常体重组均无统计学差异,而轻度肥胖组有9条,中、重度肥胖组有11个条目低于正常体重组。结论肥胖儿童数学能力不及正常体重儿童,应做好相关健康教育,减少儿童肥胖的发生。     

小学生数学能力测试量表的编制及信效度检验

目的编制适合我国小学生的数学基本能力试量表，并进行信度与效度检验。方法参照2000年第5次全国人口普查资料，采用多阶段分层整群抽样，运用《中国小学生数学基本能力测试量表》对城区与农村小学抽取的样本7377例、7316例进行基本数学能力测试。结果信度指标(Chronbach)a系数达到0．7以上，分半信度系数r为0．83，整个量表校正信度系数R为0．90，重测相关系数除了抄写数字与方块计数外，其它分测试的重测相关系数均达到0．7以上；其效度指标包括结构效度、内容效度、效标效度、区分效度均达到了测量学的标准。结论《中国小学生数学基本能力测试量表》从不同方面测试了儿童的基本数学能力，且其信度、效度检验结果均符合量表测量学的要求，适合我国的教育水平，值得推广应用。     

小学生数学基本能力测试量表的贵州常模制订

目的 建立适合贵州省小学生数学基本能力测试的量表及其常模,为开展相关基础研究工作提供参考.方法 根据心理测验的原理和方法,采用多阶段整群抽样法在贵州省5个市的城区和农村共10所小学抽取样本2 862例,用<小学生的数学基本能力测试量表>对研究对象进行团体测试.结果 制订出贵州省城区和农村一～六年级常模共2套,常模的效度和信度达到测量学要求.结论 该量表及所建常模适合贵州地区小学生数学能力的评价,可以为贵州地区教育评价、临床筛查提供参考依据.     

海南省小学生数学能力基础水平调查

目的了解海南省小学生数学能力基础水平,为有效地进行小学生数学素质教育提供科学依据。方法分层整群抽取海南省1201名小学生,采用华中科技大学同济医学院儿少卫生教研室修订的“中国小学生数学基本能力测试量表”进行问卷调查。结果不同性别、城乡小学生数学能力差异有统计学意义。男生各个领域得分均高于女生;城市小学生空间-视觉与逻辑思维领域得分高于农村小学生;高年级较低年级而言,居于优秀和中上等级的比例升高。上述差异均具有统计学意义（P值均〈0.05）。结论应依据城乡之间不同年级和不同性别小学生数学能力发展的特点因材施教,充分挖掘每个学生的数学潜能,进而有效提高小学生数学教育成果。     

聋哑儿童数学能力分析

目的比较聋哑儿童与普通儿童间数学能力的差异,为聋哑儿童数学教育方法的改进提供依据。方法随机抽取聋哑小学生59名,按1∶2选取118名普通小学生作为对照,采用"中国小学生数学基本能力测试量表"进行测试。结果两组儿童在加法、减法、乘法、除法、填空、比较大小、续写数字、目测长度、图形计算、数字连接等项目上得分差异有显著性(P<0.05),普通儿童均分高于聋哑儿童。结论聋哑儿童在数学运算及空间-视觉能力方面较普通儿童低。聋校数学教育的关键在于创设合适的数学学习情景,帮助学生由直观思维过度到抽象思维。     

武汉市小学生行为问题与数学能力的相关研究

目的探讨小学生行为问题与数学能力的关系，为发现儿童行为问题及提高儿童数学学习技能提供参考。方法用分层及整群抽样法，抽取武汉市824名6～11岁小学生，采用“Achenbach（CBCL4-16岁家长用）量表”及“中国小学生数学基本能力测试量表”对其进行调查。结果行为问题儿童检出率为19．54％，其中男生为21．70％，女生为17．25％，差异无统计学意义，但男生CBCL平均总分显著高于女生；有无行为问题儿童数学能力差异无统计学意义；相关分析显示，数学能力与行为问题的部分因子间存在不同程度的关联；多元回归分析结果显示，男生组中攻击性、多动2个因子进入模型，女生组中多动、体诉、抑郁、攻击性4个因子进入模型。结论有针对性地矫正儿童行为问题对提高儿童数学能力非常必要。     

Utility of the WHO neurobehavioral core test battery in Chinese workers-a meta-analysis

We performed a meta-analysis to determine the most sensitive subtests of the WHO Neurobehavioral Core Test Battery (NCTB) when administered to Chinese workers. Extensive Chinese Biological Medical Database and MEDLINE searches, review of cited references, and discussion with other investigators were undertaken. Data were extracted from 39 eligible studies; the summary effects (effect sizes) were calculated using a fixed-effect model. Various exposure agents showed different sensitivities to the seven subtests of NCTB. For mercury-exposure, the Benton Visual Retention was the most sensitive subtest, with an effect size (95% CI) of 6.0 (4.4-7.6). For lead-exposure, the most sensitive subtests were the Pursuit Aiming II and Profile of Mood States, with effect sizes (95% CI) of 11.3 (8.3-14.3) and 10.6 (7.5-13.7), respectively. For organic solvents-exposure, Digit Span, Pursuit Aiming II, and Digit Symbol were the most sensitive subtests, with effect sizes (95- CI) of 4.7 (3.3-6.1), 4.6 (3.1-6.1), and 4.1 (2.7-5.5), respectively.     

阅读障碍成分模型检测及亚类型鉴定测量工具的编制

目的编制基于语篇层级的"小学生阅读理解测验"和"小学生听力理解测验",为采用"成分模型"进行阅读障碍检测及亚类型鉴定提供测量工具。方法采用测验法,对河北省承德市某小学三～五年级学生进行集体测试。结果"小学生阅读理解测验"和"小学生听力理解测验"各分项理解能力之间具有一定的聚合性,2套测验不仅能区分不同年级阅读理解水平和听力理解水平的团体,还能区分同一年级内不同阅读理解水平和听力理解水平的个体;汉语阅读理解和听力理解2个变量之间存在显著相关,听力理解是阅读理解的一个较好的预测指标。结论"小学生阅读理解测验"和"小学生听力理解测验"可以作为"成分模型"测量工具运用于实践。     

Relationships between parent‐teaching activities and emergent literacy in preschool children

Research indicates that both home literacy activities and direct instruction of reading skills promote reading development. The current study investigates how parent‐led direct teaching activities impact emergent literacy. Preschool children (n = 47) were administered subtests from the Test of Early Reading Ability‐3 and the Kaufman Survey of Early Academic and Language Skills. In addition, parents responded to a questionnaire about direct teaching of literacy activities implemented within the home. The majority of parents reported directly teaching their children literacy skills (86%), particularly letter names (71%) and sounds (65%). Fewer parents reported directly teaching printing letters (45%), writing words (29%), reading words (26%), or reading stories (26%). A trend emerged in which children receiving any direct instruction scored higher on most emergent literacy tasks. However, statistical significance was only found in a few areas including direct teaching of alphabet knowledge and writing words. Implications for family literacy and for future research are discussed.     

Relationships between parent-teaching activities and emergent literacy in preschool children

Research indicates that both home literacy activities and direct instruction of reading skills promote reading development. The current study investigates how parent-led direct teaching activities impact emergent literacy. Preschool children (n = 47) were administered subtests from the Test of Early Reading Ability-3 and the Kaufman Survey of Early Academic and Language Skills. In addition, parents responded to a questionnaire about direct teaching of literacy activities implemented within the home. The majority of parents reported directly teaching their children literacy skills (86%), particularly letter names (71%) and sounds (65%). Fewer parents reported directly teaching printing letters (45%), writing words (29%), reading words (26%), or reading stories (26%). A trend emerged in which children receiving any direct instruction scored higher on most emergent literacy tasks. However, statistical significance was only found in a few areas including direct teaching of alphabet knowledge and writing words. Implications for family literacy and for future research are discussed.     

Schistosoma mansoni infection and cognitive functions of primary school children, in Kafr El Sheikh, Egypt

There is growing concern that parasitic infection may detrimentally affect children's mental function. In this study our main objective was to investigate the effects of schistosoma mansoni infection on cognitive functions of school children aged 9-12 years in Kafr El Sheikh Governorate. Out of 2601 children screened parasitologically, 60.7% were S. mansoni positive. Children recruited for the case-control study were 40 with light S. mansoni infection (<100 epg), 40 with heavy infection (>400 epg) and 40 parasite-free served as control. All children were subjected to the Arabic Version of Wechsler Intelligence Scale for Children (WISC) and the Verbal Fluency Test. Though, the general IQ scores of infected children were insignificantly lower than their controls, yet they recorded a significantly lower performance IQ as well as, poorer performance on comprehension, vocabulary and picture completion subtests. Implications for preventive measures will be discussed.     

Assessment of preschoolers’ gross motor proficiency: revisiting Bruininks–Oseretsky Test of Motor Proficiency

Literature reveals that there are very few validated motor proficiency tests for young children. According to Gallahue and Ozmun, the Bruininks–Oseretsky Test of Motor Proficiency is a valid test. However, manipulative skills, which are classified as gross motor skills by most motor development specialists, are only tested in the Upper Limb Coordination Subtests but not in the Gross Motor Subtests of BOTMP. As there is no evidence that the five subtests of BOTMP: Running Speed and Agility, Balance, Bilateral Coordination, Strength and Upper Limb Coordination are of the same construct, this paper aims at using BOTMP to explore the construct validity of these five skills. The gross motor proficiency of 333 Hong Kong preschool children was assessed by the five subtests of BOTMP. The results indicated that the five subtests of BOTMP were of one underlying construct in measuring the gross motor proficiency of the preschoolers.     

Relationship between blood lead concentrations and learning achievement among primary school children in Taiwan

Over the past 20 years lead has been proven to exert an influence on the intelligence of children. Especially for children exposed to environmental lead, average blood lead was often lower than the officially recognized intoxication level. Because Kaohsiung is an industrial area in Taiwan and lead exposure is an important environmental issue, we attempted to ascertain the extent to which environmental lead influences the achievement of primary school children. We randomly selected 934 children from 32 primary schools in 11 districts of Kaohsiung City. Blood lead levels of the children were checked, and they were administered a questionnaire about their family information. Scores of several courses were used in this study on the relationship between a child's blood lead and his or her academic performance (Ranking with his or her classmates), including Chinese (reading and writing short Chinese articles), Mathematics, History and Society, and Natural Science. Multiple regression models were done with adjustments for the confounding effects of their parents' socioeconomic levels. The mean (SD) of 934 blood lead level was 5.50 (1.86) microg/dL. Spearman's coefficient showed that class rankings in Chinese, Mathematics, Natural Science, and History and Society were all strongly associated with blood lead levels (P<0.01). The multiple regression models revealed that blood lead level exerts a stronger influence on children's language ability (Chinese) than on their ability to calculate (Mathematics). Our results suggest that environmental lead exposure adversely affects a child's academic achievement, making a direct link between exposure to lead and academic attainment.     

Lead exposure and educational proficiency: moderate lead exposure and educational proficiency on end-of-grade examinations

PurposeTo investigate and quantify the impact of moderate lead exposure on students' ability to score at the “proficient” level on end-of-grade standardized tests.MethodsWe compared the scores of 3757 fourth grade students from Milwaukee, Wisconsin, on the Wisconsin Knowledge and Concepts Exam (WKCE). The sample consisted of children with a blood lead test before age 3 years that was either unquantifiable at the time of testing (<5 μg/dL) or in the range of moderate exposure (10–19 μg/dL).ResultsAfter controlling for gender, poverty, English language learner status, race/ethnicity, school disciplinary actions, and attendance percentage, results showed a significant negative effect of moderate lead exposure on academic achievement for all 5 subtests of the WKCE. Test score deficits owing to lead exposure were equal to 22% of the interval between student categorization at the “proficient” or “basic” levels in Reading, and 42% of the interval in Mathematics.ConclusionsChildren exposed to amounts of lead before age 3 years that are insufficient to trigger intervention under current policies in many states are nonetheless at a considerable educational disadvantage compared with their unexposed peers 7 to 8 years later. Exposed students are at greater risk of scoring below the proficient level, an outcome with serious negative consequences for both the student and the school.     

Effects of Capoeira on children's executive functions: A randomized controlled trial

PurposeA growing body of evidence suggests that the benefits of exercise go far beyond physical health and may include cognitive gains. Capoeira is an Afro-Brazilian martial art that challenges Executive Functions (EFs), and inspires children's commitment in an environment characterized by positive affect, inclusiveness, and camaraderie. The primary aim of the study was to evaluate the effect of Capoeira on EFs in children. The secondary aims were to look at the effects of Capoeira on academic achievement and motor function and to look at dose-response effects of Capoeira on EF.MethodsIn this randomized controlled trial, 67 children (aged 8–13 years) were randomly assigned to Capoeira instruction (n = 37) or a wait-list control group (n = 30). Children in the Capoeira group participated in 60-min Capoeira classes three times per week. The Stroop Test, EF subtests of the Wechsler Intelligence Scale for Children, an Academic Achievement Test, agility and eye-hand coordination tests were conducted before and after the intervention period.ResultsANCOVA analyses, controlling for sex and age, revealed that children who attended at least 70% of the Capoeira classes improved more in eye-hand coordination than the control group. There was also a positive association between EF improvement and the number of Capoeira classes attended.ConclusionThe results suggest that Capoeira practice benefits eye-hand motor coordination in children and that the improvements in EFs might be dose-dependent. The results highlight the need for further studies to determine the potential advantages of adopting Capoeira as a holistic movement practice for children.