幼儿数量敏锐度的个体差异及其对数轴估计表现与策略使用的影响  

Individual Differences of Numerical Acuity and Its Impact on the Performance Patterns and Strategy Use among Preschool Children

作　　者：梁渊 张丽锦[2,3,4] 冀婷[1] 李博艺 卜凡 LIANG Yuan;ZHANG Lijin;JI Ting;LI Boyi;BU Fan(Key Laboratory of Artificial Intelligence and Language Cognitive Neuroscience,Xi'an International Studies University,Xi'an 710128;School of Psychology,Shaanxi Normal University,Xi'an 710062;Shaanxi Key Research Center of Child Mental and Behavioral Health,Xi'an 710062;Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience,Xi'an 710062)

机构地区：[1]西安外国语大学人工智能与语言认知神经科学重点实验室,西安710128 [2]陕西师范大学心理学院,西安710062 [3]陕西省儿童青少年心理与行为健康哲学社会科学重点研究基地,西安710062 [4]陕西省行为与认知神经科学重点实验室,西安710062

出　　处：《心理发展与教育》2024年第6期761-773,共13页Psychological Development and Education

基　　金：中国博士后科学基金(2022M722563);陕西省社会科学基金年度项目(2022P001);陕西省教育科学“十四五”规划课题(SGH21Y0118);奕阳教育研究院青年学者项目(SEI-QXZ-2021-05)。

摘　　要：以“自动关注数量信息(SFON)”倾向为指标考查4、5岁幼儿的数量敏锐度,探讨不同数量敏锐度水平的幼儿在三种形式的数轴估计(非符号面积、数字-位置(NP)和位置-数字(PN))任务上的表现及策略使用情况。结果发现:(1)4岁幼儿敏锐度可分为次高、中、低三个水平,5岁幼儿敏锐度可分为高、中两个水平,幼儿捕捉数量信息的敏锐度水平从4岁到5岁明显提升,由依赖参考提示逐渐转变为独立自发感知;(2)幼儿数轴估计表现受情境的影响,在非符号数轴估计任务上的表现显著优于在符号NP和PN任务上的表现;(3)数量敏锐度在一定程度上影响数轴估计表现及策略使用,高数量敏锐度幼儿的数轴估计成绩更好,大多数5岁幼儿基本可以在不同形式的数轴估计任务上灵活地选用合适的数轴估计策略。本研究结果揭示了幼儿心理数量表征的内部机制,证实了数量认知的四步发展模型,为鉴别、预测和筛选出低敏锐度的数学风险幼儿提供参考依据。This study investigated the effect of numerical acuity levels on the performance and estimation patterns in non-symbolic and symbolic number line estimation(NLE) tasks among 4-and 5-year-old children. One hundred and fifty two 4-year-old children and 102 5-year-old children completed two types of SFON task(one is imitation SFON, and the other is automatic SFON) and three types of NLE tasks(non-symbolic area, number-to-position(NP), and position-to-number(PN)). We found three important results: Firstly, latent profile analysis showed that the levels of numerical acuity were classified as high, average, and poor for 4-year-old children, and that were classified as top and average for children aged 5 years. Children's perceptual acuity in capturing numerical information increased significantly from 4 to 5 years old, experiencing a process from relying on reference cue to independent and spontaneous acquisition. Secondly, there existed a context effect on the performance of NLE for 4-and 5-year-old children. All children performed better on non-symbolic area NLE task than that on symbolic NP and PN NLE tasks. Thirdly, the numerical acuity affected performance patterns and strategy use of NLE. Most 5-year-olds can choose appropriate estimation strategies on either non-symbolic NLE or symbolic NLE tasks flexibly. These findings confirm the hypothesis of four-step developmental model, uncover the internal mechanism of children's mental numerical representation, and provide a theoretical reference for identifying, predicting and screening preschool children with risk of low numerical acuity.

关 键 词：幼儿 数量敏锐度 数轴估计 表征模式 

分 类 号：B844[哲学宗教—发展与教育心理学]