Cognitive predictors of success in learning Russianстатья
Информация о цитировании статьи получена из
Web of Science,
Scopus
Статья опубликована в журнале из списка Web of Science и/или Scopus
Дата последнего поиска статьи во внешних источниках: 26 декабря 2017 г.
Аннотация:This study examines the role of cognitive characteristics in the success in learning Russian, assessed through teachers’ grades and test scores on standardized state exams.
This paper examines the relationship between cognitive characteristics, such as nonverbal
intelligence, working memory and speed of information processing, and the results
of the Unified State Exam for 11th grade students, the Basic State Exam for 9th grade
students and the traditional assessment of Russian language learning.
This study involved students in the 9th and 11th grades from four educational institutions
in the Moscow and St. Petersburg regions; 427 students were studying in the 9th grade
(50.3% were boys) and 398 students were studying in the 11th grade (44.8% were boys).
This study concluded that expert assessment of Russian language learning is more
associated with successful test scores on the Unified State Exam (r = 0.71, p < 0.01) than
with the results of the Basic State Exam (r = 0.46, р < 0.01).
This study showed that at the lower and upper levels of secondary education, nonverbal
intelligence is a significant predictor of success in learning the Russian language
according to expert estimates. In addition, we found differences in the relationship between
cognitive performance and success in learning the Russian language as assessed by
tests. Nonverbal intelligence contributes significantly to individual differences in scores
for the Unified State Exam in Russian, while the contribution of cognitive characteristics
on the Basic State Exam is not statistically significant.