在中国受过教育的成年人中,单位乘法和加法中的运算顺序效应
Shuyuan Yu1, Chaoyue Zhao2, Jo-Anne LeFevre1
1Department of Cognitive Science, Carleton University.
概括
学习历史影响算术事实表示. 在中国受过教育的学生显示,当操作数以他们文化学到的顺序呈现时,他们更快地回忆乘法和加法,这表明训练会影响认知处理.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 数学事实的心理表现受学习方法的影响.
- 教育方法中的文化差异可能会塑造基本算术的认知策略.
研究的目的:
- 调查中国受过教育的学生的学习历史是否保留在他们对简单算术事实的心理表现中.
- 要确定操作数顺序是否偏好,加法和乘法反映了不同的记忆和解决问题的策略.
主要方法:
- 43名受过中国教育的参与者完成了单位的加法和乘法任务.
- 操作和呈现顺序 (min-first vs. max-first) 在这两种操作中都是不同的.
- 记录了响应时间,以衡量处理效率.
主要成果:
- 参与者在以最少至第一个顺序呈现时,表现出更快的乘法响应时间.
- 参与者在最大-第一顺序呈现时,对加法的反应时间更快.
- 这些发现与教育培训对操作特征偏好的假设影响一致.
结论:
- 教育经验在很大程度上塑造了对算术事实的认知表现.
- 基于学习的策略,优化操作数表现可以提高算术流性.
- 这项研究突出了认知过程的可塑性,以应对特定的学习历史.
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