不同数学水平儿童的数量估计:图形排列方式的影响

心理发展与教育 ›› 2008, Vol. 24 ›› Issue (3): 84-88.

不同数学水平儿童的数量估计:图形排列方式的影响

司继伟¹, 陈小凤¹, 徐继红²

1. 山东师范大学心理学院, 济南, 250014;
2. 北京师范大学认知神经科学与学习研究所, 北京, 100875

出版日期:2008-07-15 发布日期:2008-07-15
作者简介:司继伟,男,山东师范大学心理学院副教授.E-mail:sijiwei1974@126.com.
基金资助:
全国教育科学“十五”规划教育部青年专项课题(EBA030406)成果;“泰山学者”建设工程资助;山东省“十一五”强化建设重点学科专项经费资助

Children’s Numerical Estimation with Different Mathematical Achievement Levels: Effect of Different Object Arrangements

SI Ji-wei¹, CHEN Xiao-feng¹, XU Jing-hong²

1. School of Psychology, Shandong Normal University, Jinan 250014;
2. Institute of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875

Online:2008-07-15 Published:2008-07-15

摘要/Abstract

摘要： 采用参照蔡方之等(2004)所设计的图形材料,考察了不同图形排列方式对不同数学学业水平小学生数量估计的影响。35名三年级被试参加了本实验,其中优生20人,差生15人。行为数据和口头报告分析结果显示:(1)优生是更合理的数量估计者。优生数量估计的绝对误差百分比明显小于差生。(2)图形排列方式对数量估计产生了显著影响。不同图形排列方式可能会造成规则-随机数量错觉和均匀-不均匀数量错觉,从而使均匀及规则图形被高估幅度更大。

关键词: 数量估计, 数学成绩, 图形排列方式

Abstract: The aim of the present study is to investigate whether regular or irregular patterns of objects and well or unwell distributed patterns of objects have the impact on students' estimation accuracy with different levels of mathematical achievements.35 third graders from a primary school took part in this experiment.Several conclusions were drawn from the results: (1) students with higher mathematical achievement were more efficient estimators.Their percent absolute error were much lower than their counterparts',the difference between them were significant; (2) different object arrangements caused a regular-random numerosity illusion and a well 2 unwell distributed numerosity illusion and there for,well distributed or regular graphs were more often overestimated.

Key words: numerical, estimation, math achievement, object arrangement

中图分类号:

G442

司继伟, 陈小凤, 徐继红. 不同数学水平儿童的数量估计:图形排列方式的影响[J]. 心理发展与教育, 2008, 24(3): 84-88.

SI Ji-wei, CHEN Xiao-feng, XU Jing-hong. Children’s Numerical Estimation with Different Mathematical Achievement Levels: Effect of Different Object Arrangements[J]. Psychological Development and Education, 2008, 24(3): 84-88.

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