The curious case of the refrigerator-TV: similarity and hybridization

This article examines the role of similarity in the hybridization of concepts, focusing on hybrid products as an applied test case. Hybrid concepts found in natural language, such as singer songwriter, typically combine similar concepts, whereas dissimilar concepts rarely form hybrids. The hybridization of dissimilar concepts in products such as jogging shoe mp3 player and refrigerator TV thus poses a challenge for understanding the process of conceptual combination. It is proposed that models of conceptual combination can throw light on the judged future success and desirability of hybrid products in general. The composite prototype model proposes two stages of conceptual combination. In the first stage, the concepts are aggregated into an additive hybrid, simply by forming the union of the two sets of attributes. In the second stage, any conflicting attributes are identified and resolved, often with the introduction of emergent attributes, resulting in an integrative hybrid. Across four studies that varied the similarity and type of hybrid products, similar and integrative hybrids were valued more than dissimilar and additive hybrids. Critically, though, dissimilar hybrids were also highly valued if they were integrative. Results supported the two stages proposed by the composite prototype model, and implications for other models of hybrid formation are discussed.     

部总知识在解决加法文字题中的作用

探讨的问题是部总知识是否制约着算术文字题的解答过程。小学4年级学生(192人)和大学生(178人)被要求解答一步加法文字题。实验结果发现,正确列式方式受到已知客体集合具体特征的系统性影响,尤其是随着年龄的提高和练习程度的深入,这种影响越来越明显。这是部总知识作用假设所不能解释的。现根据集合在心理表征中的位置和表征强度解释结果,并在此基础上讨论了研究的实践意义。     

A validation of eye movements as a measure of elementary school children's developing number sense

The number line estimation task captures central aspects of children's developing number sense, that is, their intuitions for numbers and their interrelations. Previous research used children's answer patterns and verbal reports as evidence of how they solve this task. In the present study we investigated to what extent eye movements recorded during task solution reflect children's use of the number line. By means of a cross-sectional design with 66 children from Grades 1, 2, and 3, we show that eye-tracking data (a) reflect grade-related increase in estimation competence, (b) are correlated with the accuracy of manual answers, (c) relate, in Grade 2, to children's addition competence, (d) are systematically distributed over the number line, and (e) replicate previous findings concerning children's use of counting strategies and orientation-point strategies. These findings demonstrate the validity and utility of eye-tracking data for investigating children's developing number sense and estimation competence.     

5～6岁幼儿加法策略选择及执行特点

以220名5～6岁幼儿为被试,采用个别测查法,考察了幼儿策略选择和策略执行的发展特点.结果表明: (1)5～6岁幼儿能运用多种策略解决加法算术题,包括5种基本加法类型与3种数数亚类型. (2)幼儿主要选择支持性策略. (3)5～6岁幼儿策略执行呈多样性特点,各策略的执行正确率与速度不相同. (4)题目难度对幼儿的策略选择与执行存在影响.     

加减法问题大小效应的加工机制

有关问题大小效应的加工机制存在两类不同的解释。初期的提取理论认为,问题大小效应是由算术知识的储存表征的各种特征所决定的。后期研究开始关注如计数、分解这样的非提取策略在问题大小效应形成中的作用,认为大问题任务中更低的提取效率和非提取加工效率以及更多采用非提取策略都会造成算术任务的问题大小效应。由于加法和减法中使用的各种加工策略的比重不同,所以表现为不同形式的问题大小效应。今后研究应该考虑采用不同的研究手段,并统一划分大问题和小问题的标准     

工作记忆负荷和自动化提取对小学生加法心算策略执行效果的影响

本研究选取43名小学四年级学生(18名男生和25名女生)为实验被试,探究了工作记忆负荷和自动化提取对复杂加法心算策略效果的影响.结果显示:(1)工作记忆负荷对复杂加法心算策略的影响显著,即一项加法心算策略所需的工作记忆负荷越小,该策略的执行效果越好;(2)自动化提取对加法心算策略的影响显著,即一项加法心算策略所需自动化提取的程度越高,该策略的执行效果越好;(3)工作记忆负荷和自动化提取对加法心算策略效果的交互作用显著,表现为在自动化提取水平较高的情况下,工作记忆负荷的大小对心算策略执行效果的影响差异不显著;而在自动化提取水平较低的情况下,工作记忆负荷小的心算策略的执行效果显著优于工作记忆负荷大的心算策略的执行效果.     

Number perseveration in healthy subjects: Does prolonged stimulus exposure influence performance on a serial addition task?

Perseverative behavior characterizes mainly patients with severe psychopathology, but it can also be observed in healthy individuals. The aim of the reported experiment was to investigate a serial addition task that elicits strong perseverative behavior in normal subjects by examining the significance of perseveration in the final step of this addition task (Gardner, 1971) as a function of time availability. The classical serial addition task, which was used in the experiment, consisted of 4 consecutive digit decreases in the added numbers following a constant digit (1,000 + 40 + 1,000 + 30 + 1,000 + 20 + 1,000 + 10) and required an additive calculation. The main questions were how and if color and time variations could influence perseverative responses in this task and whether memory performance and relevant mathematical knowledge of the participants could have an effect on responses. The sample of subjects participating in the experiment consisted of 300 healthy university students (112 male, 188 female) ranging from 17 to 40 years of age. They were divided in 5 groups of 60 subjects each. A memory digit span and spatial test were administered and relevant scores were taken for each subject of the 5 groups. Obtained results suggest the presence of a strong perseverative error in the final step of the presentation of digits for the large majority of subjects and for all 5 conditions. It seems that time and color changes and the memory span of the participants have no detectable effect on performance on this specific serial addition task.     

题目类型对加法认知策略选择影响的比较研究

随机选取小学二、三年级数学学习不良组儿童各30名,数学学习正常组儿童各30名,采用实验法、观察法和口语报告法相结合的方式,考察了两类儿童在解决简单加法题目、复杂加法题目和连加加法题目时,问题结构类型对两类儿童加法策略选择的影响。结果发现,在不同类型加法题目中,小学二、三年级儿童的策略使用表现出对题目的适应性,数学学习正常儿童的适应性特点更加明显。     

8～11岁儿童解决加法等值问题的策略发展特点

本研究选取142名8～11岁儿童进行了加法等值问题测试,采用口头报告的方法考察了儿童解决加法等值问题的策略发展特点。研究表明:(1)儿童在解决加法等值问题中,策略具有多样性;(2)儿童在策略使用的数量上没有显著的年级差异,但在不同学习成绩的被试之间存在明显的不同;(3)总体上看儿童对正确策略的使用基本上都是随着年级的增加在逐渐提高,而对错误策略的使用却相反。