Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (2): 190-198.doi: 10.16187/j.cnki.issn1001-4918.2021.02.06

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The Influence of Mental Distance on the Representation in Number Line Estimation for Second-grade Children

CAO Bihua, ZENG Chunyun, LIAO Hong, LI Fuhong   

  1. School of Psychology, Jiangxi Normal University, Nanchang 330022
  • Published:2021-03-23

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Abstract: Two experiments explored why second-grade children rely on different numerical representations in two numerical ranges from the perspective of mental distance. In experiment 1, 30 second graders were asked to estimate the locations of numbers on 10cm number lines with the contexts of 0~100 and 0~1000. In experiment 2, another 30 children from the second grade were asked to estimate the placements in the context of 0~1000 under the line's lengths of 10cm and 18cm. The results showed that mental distance did exist in both experiments, but second graders' ranges of mental distance were smaller than the first graders. With the increasing of numerical range or the decreasing of line's length, children's representation changed from linear representation to logarithmic representation. Taken together, the imprecise representation might be related to the strategy of mental distance, which affected children's representation partly.

Key words: second-grade children, mental distance, linear representation, logarithmic representation

CLC Number: 

  • B844
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