Abstract: In the present study, Posner’s experimental paradigms of endogenous and exogenous attention orientations were used to investigate the primary and middle school students’ distance effect of number processing.The stimuli were small numbers (1~4) and large numbers (6~9) in Arabic. Subjects’ task was to decide whether the presented number was larger or smaller than 5. The results showed that: (1) in the endogenous and exogenous cues, the development of the number distance effect increased with age from primary school to senior high school under the task of number processing; (2) in valid conditions of endogenous and exogenous cues, there were significant number distance effects from primary school to senior high school students; (3) in invalid condition of endogenous cue, there were significant number distance effects in fifth grade of primary and middle school students, but not in third grade of primary school students; in invalid condition of exogenous cue, there was not significant large or small number distance effect in third grade of primary school students. The fifth grade of primary school students performed the significant small number distance effect, but not large number distance effect. Moreover, middle school students showed significant number distance effect.

Key words: endogenous attention, exogenous attention, number distance effect, number processing, primary and middle school.

摘要： 采用Posner的内源性和外源性注意定向实验范式，材料为小数（1~4）和大数（6~9）的阿拉伯数字，以判断数字是否大于5为任务，考察视觉空间注意定向对中小学生数字加工距离效应的影响。结果发现：（1）内源性线索和外源性线索条件下，中小学生在数字加工任务中所表现出来的数字距离效应随着年龄增长逐渐增大；（2）内源性和外源性有效线索提示条件下，各年级学生均表现出显著的数字距离效应；（3）内源性无效线索提示条件下，小学五年级、初中二年级和高中二年级学生均能够表现出显著的数字距离效应，但小学三年级学生的数字距离效应不明显；外源性无效线索提示条件下，小学三年级学生的大小数字距离效应不显著，小学五年级学生的小数字距离效应显著，但大数字距离效应不显著，中学生表现出明显的数字距离效应。

关键词: 内源性注意, 外源性注意, 数字距离效应, 数字加工, 中小学生。