五和六的知者只能比较他们知道的数字
Attila Krajcsi1, Bert Reynvoet2,3
1Department of Cognitive Psychology, Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
Developmental science
|July 1, 2023
概括
孩子 孩子 孩子 孩子
科学领域:
- 认知发展 认知发展
- 数字认知 数字认知
- 发展心理学是发展心理学.
背景情况:
- 给一个数字 (GaN) 任务用于评估初始的符号数字获取.
- 知道数字1-4的孩子通常被归类为"子集知者",他们的理解有限.
- 知道更大的数字的孩子通常被认为能够掌握数字原理,即使知识存在差距.
研究的目的:
- 挑战这样的假设,即在GaN任务中知道更大的数字意味着对数字的基本理解.
- 为了调查那些知道数字超过四的孩子,但并不是他们的计数列表中的所有数字,是否表现出有限的数字比较能力.
- 提出更严格的标准来确定对枢机性原则的认识.
主要方法:
- 在象征性数字比较任务中评估了具有不同 GaN 任务结果的儿童的表现.
- 对比了"五和六的知识分子"与"一到四的知识分子"的数字比较能力.
主要成果:
- 被识别为"五,六等等知者"的儿童表现出数字比较技能,仅限于他们在GaN任务中所知道的数字.
- 这种表现模式反映了"一到四个知道者"的表现模式.
结论:
- "五个,六个,等等,知者"应该被归类为子集知者,因为对数字的概念理解基本上有限.
- 文献中的当前做法可能会根据GaN任务错误地对儿童的数值理解进行分类.
- 需要更严格的标准来准确确定幼儿对枢机性原则的知识.
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