表面相似性与共享标签知识对智障儿童数量表征的影响

心理与行为研究 ›› 2016, Vol. 14 ›› Issue (4): 486-491.

表面相似性与共享标签知识对智障儿童数量表征的影响

柳笛

华东师范大学教育学部特殊教育学系，上海 200062

收稿日期:2014-06-25 出版日期:2016-07-20 发布日期:2016-07-25
通讯作者: 柳笛，E-maildliu@spe.ecnu.edu.cn。
基金资助:
上海市教育科学研究项目（B13014）和上海市哲学社会科学规划课题（2013JJY003）。

The Role of Surface Similarity and Shared Label Knowledge in Quantities Representation of Children with Intellectual Disability

Liu Di

Department of Special Education Faculty of Education, East China Normal University, Shanghai 200062

Received:2014-06-25 Online:2016-07-20 Published:2016-07-25

摘要/Abstract

摘要： 采用给数取物任务和数量比较任务，考察表面相似性与共享标签知识对96名7～16岁智障儿童数量表征的影响。研究结果表明：（1）智障儿童数量表征能力随着年龄增长而提高，11～13岁和14～16岁智障儿童完成数量比较任务的正确率显著高于7～10岁；（2）智障儿童在高表面相似物体下完成数量比较任务的正确率显著高于低表面相似物体下的正确率；（3）擅长使用数字标签的智障儿童，在数量比较任务的表现显著优于不擅长组。

关键词: 智障儿童, 数量表征, 表面相似性, 共享标签知识。

Abstract: This study analyzed the role of surface similarity and shared label knowledge in quantities representation of children with intellectual disability. A total of 96 children with intellectual disability ranged from 7 to 16 years old participated in this study. The results showed: 1)the ability of quantities representation of children with intellectual disability enhanced with age. The 11-13 years old and 14-16 years old children with intellectual disabilities performed significantly better on numerical comparison task than 7-10 years old children did. 2)when surface similarity was congruent(i.e., all sets contained the same objects), children performed significantly better than they did on the incongruent condition of numerical comparison. 3)children with intellectual disability in the proficient group performed significantly better than children in the non-proficient group in the comparisons task.

Key words: children with intellectual disability, quantities representation, surface similarity, shared label knowledge

中图分类号:

B844.1

柳笛. 表面相似性与共享标签知识对智障儿童数量表征的影响[J]. 心理与行为研究, 2016, 14(4): 486-491.

Liu Di. The Role of Surface Similarity and Shared Label Knowledge in Quantities Representation of Children with Intellectual Disability[J]. Studies of Psychology and Behavior, 2016, 14(4): 486-491.

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