| 心理长度对二年级儿童数字线估计表征的影响 |
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| 引用本文： | 曹碧华,曾春雲,廖虹,李富洪. 心理长度对二年级儿童数字线估计表征的影响[J]. 心理发展与教育, 1985, 37(2): 190-198. DOI: 10.16187/j.cnki.issn1001-4918.2021.02.06 |
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| 作者姓名： | 曹碧华 曾春雲 廖虹 李富洪 |
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| 作者单位： | 江西师范大学心理学院, 南昌 330022 |
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| 基金项目： | 国家自然科学基金（31760285，31860278，31960182）；江西省研究生创新基金（YC2019-S144）；江西师范大学研究生创新基金（YJS2018018）。 |
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| 摘 要： | 从心理长度的角度探讨二年级儿童在0~100和0~1000数字范围存在不同表征方式的原因。实验一要求二年级儿童完成长度均为10cm，范围分别为0~100和0~1000的数字线估计任务。实验二要求儿童对长度分别为10cm和18cm，范围均为0~1000的数字线进行估计。结果发现在两个实验中二年级儿童的估计均存在心理长度，但与以往研究的一年级儿童相比，心理长度的范围有所缩小。随着数字范围的增大或长度的减小，儿童的表征方式出现了从线性表征向对数表征的转变趋势。这些结果表明不精确的表征方式可能与心理长度策略的使用有关，心理长度在一定程度上影响了二年级儿童的估计表征方式。
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| 关 键 词： | 二年级儿童 心理长度 线性表征 对数表征 |
The Influence of Mental Distance on the Representation in Number Line Estimation for Second-grade Children |
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| CAO Bihua,ZENG Chunyun,LIAO Hong,LI Fuhong. The Influence of Mental Distance on the Representation in Number Line Estimation for Second-grade Children[J]. Psychological Development and Education, 1985, 37(2): 190-198. DOI: 10.16187/j.cnki.issn1001-4918.2021.02.06 |
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| Authors: | CAO Bihua ZENG Chunyun LIAO Hong LI Fuhong |
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| Affiliation: | School of Psychology, Jiangxi Normal University, Nanchang 330022 |
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| Abstract: | Two experiments explored why second-grade children rely on different numerical representations in two numerical ranges from the perspective of mental distance. In experiment 1, 30 second graders were asked to estimate the locations of numbers on 10cm number lines with the contexts of 0~100 and 0~1000. In experiment 2, another 30 children from the second grade were asked to estimate the placements in the context of 0~1000 under the line's lengths of 10cm and 18cm. The results showed that mental distance did exist in both experiments, but second graders' ranges of mental distance were smaller than the first graders. With the increasing of numerical range or the decreasing of line's length, children's representation changed from linear representation to logarithmic representation. Taken together, the imprecise representation might be related to the strategy of mental distance, which affected children's representation partly. |
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| Keywords: | second-grade children mental distance linear representation logarithmic representation |
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