视知觉线索对幼儿小数离散量表征的影响

摘要/Abstract

摘要： 本研究采用数量辨别任务和数量比较的干扰任务考察了元素累积面积和元素特征丰富度两种视知觉线索对3～6岁幼儿表征4以内离散量的影响。两个任务的被试分别为80名和74名。结果表明,幼儿在辨别小数离散量时并未表现出对元素累积面积的偏好;且幼儿能同时关注累积面积和饼干个数两个维度,从而辨别抽象的数量关系;这种辨别能力有随年龄提高的趋势,不能辨别组以3、4岁幼儿居多,他们辨别方形饼干的数量关系比辨别圆形饼干更容易。当元素累积面积干扰小数量比较时,幼儿数量比较的正确率随数量比例增大而降低,此时幼儿小数量表征不再精确;而当单个元素的知觉特征更鲜明时,即使仍存在元素累积面积干扰,其正确率也不再受数量比例的影响。这说明单个元素的知觉线索与整体知觉线索共同影响小数离散量表征,也提示着幼儿的小数量表征精确性可能并非稳定存在,小数量表征在特定条件下也需要借助模拟数量系统。

关键词: 幼儿, 小数量, 离散量表征, 视知觉线索

Abstract: This study analyzed the role of visual-perceptional clues in the small numerical values representation of preschool children.80 children preformed the magnitude discrimination task,and 74 of them preformed the magnitude comparison tasks.The results showed that young children did not show the preference of accumulated surface areas,they can analyze the accumulated surface areas and the number of biscuits simultaneously,in order to distinguish the abstract magnitude relation.This ability enhanced with age,most of the subjects with low magnitude discrimination abilities were 3 and 4-year-old,in which the younger group performed significantly better in square biscuits condition than rounded biscuits.When the accumulated surface areas interfered the magnitude comparison,the correct rate became lower with the magnitude ratio growing,so the small magnitude representation was no longer accurate; while the perceptual features of single elements were more distinctive,the correct rate of magnitude compare was no longer interfered by the magnitude ratio.This indicated that the single and global perceptual clues are both affect the small magnitude representation, suggesting that the small magnitude representation of preschool children is not always precisely,it sometimes also needs the analog magnitude systeml.

Key words: preschool children, small amount of number, discrete quantity representation, visualperceptional clues

中图分类号:

B844. 1

赖颖慧, 陈英和, 陈聪. 视知觉线索对幼儿小数离散量表征的影响[J]. 心理发展与教育, 2012, 28(4): 337-344.

LAI Ying-hui, CHEN Ying-he, CHEN Cong. The Role of Visual-perceptional Clues in the Small Discrete Quantities Representation of Preschool Children[J]. Psychological Development and Education, 2012, 28(4): 337-344.

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