计数与匹配：5～6岁儿童量比较策略的发展特点  

5 to 6-Year-Old Children's Strategies in Quantitative Comparison: Counting and Correspondence

作　　者：胡清芬[1] 陈桄[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875

出　　处：《心理发展与教育》2006年第4期17-23,共7页Psychological Development and Education

基　　金：北京师范大学青年教师基金项目

摘　　要：选取56名5～6岁儿童，采用计算机呈现刺激的方式，实现了刺激的动态呈现来模拟策略的使用过程，并通过对于被试正确率和反应时的考察确定了每一名被试使用计数和匹配策略进行量比较的特点。结果表明：（1）与计数策略相比，儿童对于匹配策略的掌握更加成熟，5岁和5岁半组被试使用匹配策略解决量比较问题的正确率更高；（2）在已经掌握计数和匹配两种策略的情况下，仍有一部分儿童更倾向于使用匹配策略来解决量比较问题。Using computer to present two sets of quantity, the experiment was conducted to investigate young children＇s ability and strategies to compare object collections. The design made it possible to determine every child＇s characteristic in using counting and correspondence to compare by their correctness and response time. The results were as follows： （1） Children were able to apply correspondence strategy to do comparison prior to making the same comparisons by counting; （2） Some children were reluctant to use counting strategy to do comparison even they could.

关 键 词：计数 匹配 量比较 计数策略 5~6岁儿童 特点 儿童心理学 

分 类 号：B844.12[哲学宗教—发展与教育心理学]