4~5岁儿童一一对应任务中的比例效应

心理与行为研究 ›› 2009, Vol. 7 ›› Issue (4): 289-294.

4~5岁儿童一一对应任务中的比例效应

宋颖,胡清芬

北京师范大学发展心理研究所,北京 100875

收稿日期:2008-06-19 出版日期:2009-12-20 发布日期:2015-01-21
通讯作者: 胡清芬,女,北京师范大学发展心理研究所讲师,博士。Email: cara1235@sina.com。
作者简介:宋颖,女,北京师范大学发展心理研究所硕士生。
基金资助:
本研究得到北京师范大学青年教师基金的资助

THE RATIO EFFECT IN 4 TO 5 YEARS OLD CHILDREN′S ONE-TO-ONE CORRESPONDENCE

Song Ying,Hu Qingfen

Institute of Developmental Psychology, Beijing Normal University, Beijing 100875

Received:2008-06-19 Online:2009-12-20 Published:2015-01-21

摘要/Abstract

摘要： 一一对应和数量比较是幼儿数概念发展的两个重要方面。在本研究中,40名4岁和39名5岁的儿童分别完成了不同比例数量的一一对应任务和数量比较任务。结果表明：（1）两种实验任务下均出现比例效应,说明儿童在解决一一对应问题时,仍然用数量比较的方法来进行判断;（2）任务类型的主效应显著,一一对应任务下的正确率要显著低于数量比较任务下的正确率;（3）知觉线索更多地影响数量比较任务。

关键词: 一一对应, 数量比较, 比例效应

Abstract: One-to-one correspondence and magnitude comparison are two aspects of young children′s development of number concept. The experiments ask 40 four-year-old and 39 five-year-old children to complete one-to-one correspondence or magnitude comparison experimental task types, which contains different numerosity ratios. And the results are as follows:(1)there are ratio effect in both tasks, indicating that children employ the method of magnitude comparison to solve one-to-one problems;(2)the main effect of task types is significant, the accurate ratio in one-to-one correspondence task is significantly lower than that in magnitude comparison;(3)perception clues influence magnitude comparison judgement highly.

Key words: one-to-one correspondence, magnitude comparison, ratio effect

中图分类号:

B844.12

宋颖,胡清芬. 4~5岁儿童一一对应任务中的比例效应[J]. 心理与行为研究, 2009, 7(4): 289-294.

Song Ying,Hu Qingfen. THE RATIO EFFECT IN 4 TO 5 YEARS OLD CHILDREN′S ONE-TO-ONE CORRESPONDENCE[J]. Studies of Psychology and Behavior, 2009, 7(4): 289-294.

参考文献

[1] Cowan R. Children′s relative number judgements: One-to-one correspondence, recognition of noncorrespondence, and the influence of cue conflict. Journal of Experimental Child Psychology, 1984, 38(3): 515-532
[2] Gelman R, Gallistel C R. The Child′s Understanding of Number. Cambridge MA: Harvard University Press, 1978
[3] Piaget J, Inhelder B. The Child′s Conception of Number. London: Routledge & Kegan Paul, 1952
[4] Russac R J. The relation between two strategies of cardinal number：Correspondence and counting. Child Development, 1978, 49(3): 728-735
[5] Sophian C. Early developments in children′s understanding of number：Inferences about numerosity and one-to-one correspondence. Child Development, 1988, 59(5): 1397-1414
[6] Becker J. Preschoolers′ use of number words to denote one-to-one correspondence. Child Development, 1989, 60(5): 1147-1157
[7] Gelman R. Logical capacity of very young children: Number invariance rules. Child Development, 1972, 43(1): 75-90
[8] Hudson T. Correspondences and numerical differences between disjoint sets. Child Development, 1983, 54(1): 84-90
[9] Fuson K C, Secada W G, Hall J W. Matching, counting, and conservation or numerical equivalence. Child Development, 1983, 54(1): 91-97
[10] 胡清芬, 陈桄. 计数与匹配：5~6岁儿童量比较策略的发展特点. 心理发展与教育, 2006, 22(4): 17-23
[11] Huntley G, Cannon E. Preschoolers′ magnitude comparisons are mediated by a preverbal analog mechanism. Psychological Science, 2000, 11(2): 147-152
[12] Temple E, Posner M I. Brain mechanism of quantity are similar in 5-year-olds and adults. Proceeding of National Academy of Sciences, 1998, 95(13): 7836-7841
[13] Feigenson L, Dehaene S, Spelke E S. Core systems of number. Trends in Cognitive Science,2004, 8(7): 307-314