加法和乘法算式的表征方式  

REPRESENTATION FORMATS FOR ADDITION AND MULTIPLICATION FACTS

作　　者：周新林[1] 董奇[1] 

机构地区：[1]北京师范大学心理学院脑与认知科学研究所,"认知科学与学习"教育部重点实验室,北京100875

出　　处：《心理学报》2003年第3期345-351,共7页Acta Psychologica Sinica

基　　金：国家攀登计划项目 ( 95-专 - 0 9);北京师范大学青年科学基金的资助项目

摘　　要：探讨加法和乘法算式的心理表征方式问题 ,检验加法和乘法算式表征分离假设 :对于加法算式主要形成视觉 -阿拉伯数字表征 ,对于乘法算式主要形成听觉 -言语表征。要求 2 4位大学生 (男女生各半 )回答一位数加法和乘法问题 (例如 ,2 +3 ,2× 3) ,这些问题中的算数用阿拉伯数字 (1～ 9)呈现或者汉字数字 (壹～玖 )呈现。结果是与阿拉伯数字条件相比 ,汉字数字条件对加法问题产生更大的影响 ,这与假设一致 ,支持Campbell等人的编码复杂性假设 (Encodingcomplexhypothesis) 。In the field of cognitive arithmetic, the representation format for addition and multiplication facts is one of the most important problems. Researchers argued that generally there is a single format representation for addition and multiplication facts. A new hypothesis was proposed in the present study. The hypothesis emphasized that people basically develop visual Arabic codes for addition facts and auditory verbal codes for multiplication facts, which can be called hypothesis of dissociated representation for addition and multiplication facts. In experimental research, undergraduates were asked to solve one digit addition and multiplication problems (e.g., 2+3,2×3) in which the operands were presented with Arabic digits(1～9) or Chinese number(壹～玖). There was much variation for the two physical formats of number in the visual dimension, but was invariable auditory dimension. According to the hypothesis, the manipulation of physical faces on number would bring much more influences on children's solving addition problems. The experimental results were consistent with the prediction. Importantly, the result can't be explained in terms of the relative difficulty level of Arabic-digit addition and multiplication. Present research supports Campbell's complex coding hypothesis, however, giving some constraints to it and further development.

关 键 词：加法 乘法 计算公式 乘法口诀 视觉—阿拉伯数字表征 听觉—言语表征 

分 类 号：B842[哲学宗教—基础心理学]