摘要
儿童对加法和减法逆反关系的理解在加法概念和减法概念的学习中具有十分重要的作用。研究采用代数推理任务、给数取物任务、数量比较任务和记忆刷新任务,对83名4到6岁幼儿进行施测,考察4到6岁儿童加减法反演律概念的发展特点,探讨儿童的基数概念、数量比较、记忆刷新能力在反演律概念发展中的作用。结果发现:(1)5岁到6岁是儿童掌握和运用加减法反演律概念的快速发展时期。幼儿的加减法反演律概念表现出数量大小效应以及问题情境效应,小数反演问题的成绩优于大数反演问题的成绩,符号化数量反演的成绩优于集合数量反演的成绩。(2)基数概念掌握组儿童加减法反演律概念的发展显著优于未掌握组;但儿童基数概念的掌握情况并不显著预测儿童反演律概念的发展。(3)数量比较、记忆刷新对儿童加减法反演律概念的发展具有显著的正向预测作用。
The reverse relationship of addition and subtraction is critical in children’s learning of addition and subtraction. 83 children aged 4 to 6 participated in this study. Algebraic Reasoning Paradigm, Cardinal tasks, Magnitude Comparison task, and Running Memory task were administered to examine the developmental trend of 4 to 6-year-old preschooler’s inversion concept about addition and subtraction, and how this trajectory influenced by Cardinal, Quantity Comparison and Memory Updating. Results showed that： （1） neither in non-symbolic nor symbolic inverse problems, 4 and 5-year-old children’s accuracy was above chance level. Few 4 and 5-year-old children passed the inverse problems. However, 6-year-old kids had a great progress in both non-symbolic and symbolic inverse problems. Almost half of the 6-year-old children passed the symbolic inverse problems. 4 to 6-year-old preschooler’s accuracy was higher in small number problems than in large number problems, and higher in symbolic quantity problems than analog quantity problems. （2） Preschoolers, those who had already grasped cardinals were much better in the development of inversion concept than those who hadn’t. However, according to children’s knowledge of cardinal, we cannot predict their understanding about inversion concept. （3） Magnitude Comparison and Memory Updating had salient and positive prediction to children understands of inversion concept.
出处
《心理发展与教育》
CSSCI
北大核心
2012年第2期121-130,共10页
Psychological Development and Education
基金
北京市教育科学十一五规划课题(ACA08017)
北京师范大学研究生院优秀博士学位论文培育基金项目(019-10421203GK)
