完全平等的理解是在象征数字知识之后出现的,并建立在象征数字知识的基础上
Chi-Chuan Chen1, Daniel C Hyde2
1Department of Psychology, University of Illinois Urbana-Champaign, USA.
Cognition
|July 2, 2025
概括
幼儿园 幼儿园 幼儿园 幼儿园
科学领域:
- 认知发展 认知发展
- 发展心理学 发展心理学
- 数字认知 数字认知
背景情况:
- 儿童对数值平等的理解对于数学发展至关重要.
- 具有基本数字知识的学龄前儿童仍然在精确的集合比较方面扎.
- 符号数字知识和集合匹配能力之间的关系需要进一步研究.
研究的目的:
- 调查象征数字知识和在学龄前儿童中匹配数组以获得确切的数值平等的能力之间的关系.
- 确定符号数字知识是否先于或与集合匹配技能同时发展.
- 为了检查这个关系跨不同的集大小和阶段的数字词的获取.
主要方法:
- 管理的口头符号数字词语知识任务 (Give-N,有多少?) 到208名学龄前儿童 (年龄为2.89-5.09岁).
- 使用非语言集合匹配任务,要求孩子们生成数量相当的集合.
- 在分析中对年龄和执行功能进行控制.
主要成果:
- 符号数字知识是准确平等的集合匹配精度的重要预测因素.
- 具有更强的符号数字理解能力的孩子在集合匹配任务中表现更好.
- 这种效应在1至8个集合大小中观察到,包括较小的集合 (1-4).
- 即使在儿童已知的数字级别 (N和N-1),集合匹配性能仍然低于上限.
结论:
- 了解确切的数值平等是建立在幼儿的象征数字知识之上的.
- 符号数字的核心是重要的,但早期,发展一个全面理解符号数字系统的步骤.
- 这些发现强调了符号表示在数值认知中的基本作用.
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