数字表征的表象赋义效应:来自数字线估计任务的证据  

Image Concretizing Effect in Number Representation:Evidence from Number-line Estimation Task

作　　者：胡林成[1] 熊哲宏[2] 

机构地区：[1]泰州学院教育科学学院,泰州225300 [2]华东师范大学心理与认知科学学院,上海200062

出　　处：《心理科学》2017年第2期303-309,共7页Journal of Psychological Science

基　　金：泰州学院2016年度教授(博士)科研基金项目"时空信息赋义对数字空间表征的影响研究"(编号:TZXY2016JBJJ002);江苏省教育科学"十二五"规划课题"3-9岁儿童数学认知机制与优化教育研究"(批准号:D/2011/01/108)的资助

摘　　要：已有研究中数字线估计任务几乎都使用纯数字。本研究以二到六年级儿童为被试,采用纯数字任务和赋义数字任务来探索赋义表象对数字表征形式的影响。结果表明,对0~1000的数字赋义后,对数模型的解释力上升,而线性模型的解释力下降;表象大小对于赋义数字的估计影响显著,大表象赋义提高了对数模型解释力而降低了数字估计的准确性,小表象的影响比较微弱。Numbers can be divided into pure numbers and concretized numbers. Concretized numbers are numbers with measurement units. However, the representation of concretized numbers has been rarely discussed in previous studies. As for the generation and propagation of the concept of number, there have been two different views. One is the invention-spread hypothesis, the other is the module hypothesis. Based on the invention-spread hypothesis, concretized numbers are more inclined to be represented linearly in a number- line estimation task. In other words, concretized numbers can facilitate the logarithmic-to-linear shift. However, the module theory maintains that pure numbers are more suitable to be processed by number module, and easier to be represented linearly than concretized numbers. Hence, compared with pure numbers, concretization might put off the logarithmic-to-linear shift. Three classes of children （47 second graders, 40 fourth graders, 31 sixth graders）attended the experiment. Numbers and number-line estimation tasks were duplicated from those of Siegler and Opfer （2003）. Pure number estimation was the same as that of previous studies, while the concretized numbers were numbers concretized with concrete meaning. Concretized numbers were divided into two levels： big image （elephant） concretization and small image （ant） concretization. When numbers were concretized with image, the concretizing effect was found in a number line estimating task. Data from the three grades showed that, within the scale of 0-1000, children＇ logarithmic-to-linear representational shift occurred at the third grade, which was consistent with previous studies. When the numbers were concretized with images, the explanatory power of the logarithmic model increased and that of the linear model decreased correspondingly in each of three grades. The regression analysis of the estimation median indicated the concretizing effect in each grade. For second graders, both R^2 and β of the logarithmic model under the conc

关 键 词：数字表征 纯数字 表象赋义 对数~线性表征转换 

分 类 号：B842[哲学宗教—基础心理学]