摘要
数字线估计任务的大量研究发现数字表征具有空间性,但以往研究以纯数字为研究对象而忽视了赋义数字。本研究以Siegler等的数字线估计任务为原型,探讨对数字赋予时间含义后其表征的变化及发展趋势。结果表明,小学二、四和六年级均出现了赋义效应。在线性模型和对数模型中时间赋义的作用相反,时间赋义表现出抑线升对(抑制线性模型提高对数模型解释力)的效果。
The representation and processing of pure numbers are studied extensively and previous findings indicated that results of number-line estimation of younger children conform to Fechner＇s law, that is to say the estimation results increase logarithmically with the increase of the actual number for smaller children, while the estimation results increases linearly for older children in the same number range. But the limitation of this study field is that representation of concretized numbers is nearly ignored. Based on the hypothesis of mental number line, the researchers developed a number line estimation task to explore the law of number representation and development. At present, there are two different views on the processing mechanism of time, space and quantity. The first point of view proposes that the processing of the three kinds of information share the common processing mechanism. Another view is the multi representation system, which holds that the processing of time, space and number are domain-specificity, and each kind of information processing has the unique representation and transformation mechanism. In current study, Siegler＇s（2003） number line estimation task is used as prototype to explore the change of number representation from grade two to grade six under the condition of concretized time by appending time unit （ ~, /Jx~ ） to pure numbers. When the number is given meaning, the numerical semantic information is changed into the time quantity information, and we can compare the similarities and differences between pure number representation and time quantity information representation. Three classes of children attended the experiment. Concretized numbers were divided into two levels, i.e. short time （ ~.k, second） enncrefizafion and long time （ tJx ~, hour） concretization. The results indicate there exists time concretizing effect in number line estimation in number line estimation task. And within the scale of 0-1000, the logarithmic-to-linear representational shift occurred at second grade which was consistent with previous studies, and when the numbers were concretized with time, explanatory power of logarithmic model was increased and that of linear model decreased correspondingly in all of three grades. The regression analysis of estimation median indicated time concretizing effect in each grade. For second graders, the interaction between concretizing and models was significant, and simple effect test indicated at the level of linear model, time concretizing effect was significant, F（1, 26）--4.72,p〈.05, while at the level of logarithmic model, time concretizing effect was not significant, F（1, 26）=3.50,p=.073, For second graders, time concretizing effect was significant, F（1, 29）=5.710,p〈.05, r/p2=.165, M^o,,=.842（SD =.008）, M~,=.853（SD =.007）. For sixth graders, the interaction between concretizing and models was significant, and simple effect test indicated at the level of linear model, time concretizing effect was very significant, F（1, 30）=9.78, p〈.005, and at the level of logarithmic model, time concretizing effect was significant, F（1, 30）=6.19, p〈.05. Generally speaking, for all three graders, the data indicated obvious time concretizing effect--under time concretizing condition explanatory power of logarithmic model was increased, meanwhile the explanatory power of linear model decreased. Therefore, it seems that the results support the hypothesis of multi representation system.
出处
《心理科学》
CSSCI
CSCD
北大核心
2018年第1期58-63,共6页
Journal of Psychological Science
基金
泰州学院2016年度教授(博士)科研基金项目"时空信息赋义对数字空间表征的影响研究"(编号:TZXY2016JBJJ002)
2016年度江苏省高校哲学社会科学研究一般项目(编号:2016SJD870020)
全国教育科学"十二五"规划课题(编号:BFA110029)的资助
关键词
数字表征
数字线估计
对数-线性转换
时间赋义效应
number representation, number line estimation, logarithmic-to-linear representational shift, time concretizing effect
