Liu Chunhui, Xin Ziqiang. Relationship between the Development of Pupils’ Representations of Area-of-Rectangle Problems and Their Fluid Intelligence[J]. Studies of Psychology and Behavior, 2008, 6(3): 206-211.
[1] 辛自强. 数学应用题解决研究的理论进展: 兼论表征复杂性模型. 宁波大学学报(教育科学版), 2004, 26(5): 13~18 [2] Mayer R E. Mathematics. In R F Dillon, R J Sternberg (Eds.). Cognition and instruction. Orlando: Academic Press, 1986: 127~154 [3] Kintsch W, Greeno J G. Understanding and solving word arithmetic problems. Psychological Review, 1985, 92(1): 109~129 [4] 辛自强. 问题解决中图式与策略的关系: 来自表征复杂性模型的说明. 心理科学, 2004, 27(6): 1344~1348 [5] 辛自强. 关系表征复杂性模型的检验. 心理学报, 2003, 35(4): 504~513 [6] Xin Z. Fourth to sixth graders′ representations of area-of-rectangle problems: Influences of relational complexity and cognitive holding power. The Journal of Psychology: Interdisciplinary and Applied, 2008, in press [7] Mayer R E. Memory for algebra story problems. Journal of Educational Psychology, 1982, 74(2): 199~216 [8] Low R, Over R. Hierarchical ordering of schematic knowledge relating to area-of-rectangle problems. Journal of Educational Psychology, 1992, 84(1): 69~73 [9] Cattell R B. Intelligence: Its structure, growth and action. Advances in Psychology(vol.35). Amsterdam: North Holland, 1987 [10] 张厚粲, 王晓平. 瑞文标准推理测验手册: 中国城市修订版. 北京师范大学内部资料, 1985 [11] 辛自强. 关系—表征复杂性模型. 心理发展与教育, 2007, 23(3): 122~128 [12] 辛自强. 问题解决与知识建构. 北京: 教育科学出版社, 2005 [13] 郭兆明, 宋宝和, 张庆林. 数学应用题图式层次性研究. 数学教育学报. 2006, 15(3): 27~30