Experimental Evidence From Newborn Chicks Enriches Our Knowledge on Human Spatial–Numerical Associations

Núñez and Fias raised concerns on whether our results demonstrate a linear number‐space mapping. Patro and Nuerk urge caution on the use of animal models to understand the origin (cultural vs. biological) of the orientation of spatial–numerical association. Here, we discuss why both objections are unfounded.     

儿童数概念发展的影响因素:表面相似性效应与标签效应

本研究主要考查表面相似性效应和标签效应对60名3～5岁儿童数概念发展的影响。实验通过等量匹配任务和数量比较任务测查儿童数概念的发展情况,其中等量匹配任务和数量比较任务都包括了一致和不一致两种条件以考查表面相似性效应对儿童数概念的影响,并通过给物取数任务、给数取物任务和等量匹配任务与数量比较任务的关系测查儿童使用数字标签的能力对儿童数概念形成与发展的影响。结果表明:(1)4岁和5岁组儿童完成等量匹配任务和数量比较任务的正确率显著高于3岁组儿童;(2)儿童在一致条件下完成等量匹配和数量比较任务的正确率显著高于不一致条件的正确率,表明物体的高表面相似性有利于儿童数概念的形成;(3)擅长使用数字标签的儿童完成等量匹配任务和数量比较任务的次数超过几率水平,使用数字标签有利于儿童数概念的发展。     

What the eyes already ‘know’: using eye movement measurement to tap into children's implicit numerical magnitude representations

To date, a number of studies have demonstrated the existence of mismatches between children's implicit and explicit knowledge at certain points in development that become manifest by their gestures and gaze orientation in different problem solving contexts. Stimulated by this research, we used eye movement measurement to investigate the development of basic knowledge about numerical magnitude in primary school children. Sixty‐six children from grades one to three (i.e. 6–9 years) were presented with two parallel versions of a number line estimation task of which one was restricted to behavioural measures, whereas the other included the recording of eye movement data. The results of the eye movement experiment indicate a quantitative increase as well as a qualitative change in children's implicit knowledge about numerical magnitudes in this age group that precedes the overt, that is, behavioural, demonstration of explicit numerical knowledge. The finding that children's eye movements reveal substantially more about the presence of implicit precursors of later explicit knowledge in the numerical domain than classical approaches suggests further exploration of eye movement measurement as a potential early assessment tool of individual achievement levels in numerical processing. Copyright © 2009 John Wiley & Sons, Ltd.     

Development of approximate number sense across the elementary school years: A cross‐cultural longitudinal study

In recent years, there has been growing interest among researchers in exploring approximate number sense (ANS)—the ability to estimate and discriminate quantities without the use of symbols. Despite the growing number of studies on ANS, there have been no cross‐cultural longitudinal studies to estimate both the development of ANS and the cross‐cultural differences in ANS growth trajectories. In this study, we aimed to estimate the developmental trajectories of ANS from the beginning of formal education to the end of elementary school in two countries, Russia and Kyrgyzstan, which have similar organization of their educational systems but differences in socioeconomic status (SES) and in the results of large‐scale educational assessments. To assess the developmental trajectories of ANS, we used a four‐wave longitudinal study with 416 participants from two countries and applied the mixed effect growth approach and the latent class growth approach. Our analysis revealed that the rate of growth in ANS accuracy was higher for the Russian sample than for the Kyrgyz sample and that this difference remained significant even after controlling for fluid intelligence. We identified two latent classes of growth trajectories: the first class had a significant growth in ANS, whereas the second class had no growth. Comparing the distribution of latent classes within the two countries revealed that there was a significantly larger proportion of schoolchildren from the second class in Kyrgyzstan than in Russia.     

正负数混合呈现对负数SNARC效应的影响

采用数字大小判断任务,探讨正负数混合呈现对负数SNARC效应的影响。结果发现,负数单独呈现条件下,负数出现反转的SNARC效应;负数和无加号正数混合呈现,且只对负数作反应条件下,负数有反转SNARC效应;负数和有加号正数混合呈现,且只对负数作反应条件下,负数出现反转SNARC效应;负数和无加号正数混合呈现,并对正负数分别作反应的条件下,负数有反转SNARC效应出现,而正数出现SNARC效应。说明负数空间表征受其绝对值大小的影响,绝对值较小的负数(-1、-2)表征在心理数字线的左侧,绝对值较大的负数(-8、-9)表征在数字线的右侧,且不能延伸至心理数字线左侧。     

心算形式对不同近似数量系统敏锐度儿童心算表现的影响

选取112名二年级小学生,以点阵比较任务测量近似数量系统敏锐度,同时以工作记忆测验成绩为协变量,探究了不同心算形式（视算、读算）对不同近似数量系统敏锐度儿童心算表现的潜在影响。结果显示：（1）心算形式显著影响心算的正确率,读算形式下儿童的心算表现最好;（2）控制工作记忆影响后,心算形式与近似数量系统敏锐分组均对心算正确率影响显著。总体来讲,读算可能是提高小学儿童简单心算表现的有效形式,并能提高低近似数量系统敏锐度儿童的心算表现。     

类别标签与典型性程度对类别特征推理的影响

本研究采用学习-测试二阶段实验范式,探讨了类别标签及典型性程度对类别特征推理任务的共同影响,结果表明,类别标签及典型性程度都会影响类别特征推理任务,而且,类别标签及典型性程度之间存在交互作用,典型性程度为高条件下类别标签对类别特征推理任务的影响要高于典型性程度为低条件,类别标签匹配条件下,典型性程度对类别特征推理任务的影响要高于类别标签不匹配条件。     

关于修订“93耳穴国标”的意见

“93耳穴国标”暴露了一些问题。需要修订的内容包括：（1）命名原则;（2）命名方法;（3）关于耳穴的纳入原则。修订后的耳穴新标国标的耳穴数量,由原来的91个减少至78个,而且使用主要命名方法命名的耳穴68个,占87.2%（“93国标”中只有59个,占68.6%）;使用补充命名方法命名的耳穴只有10个（耳尖、轮1,等等）,仅占12.8%（“93国标”中高达27个,占31.4%）,而且这10个耳穴都分布在较为特殊的部位,对耳穴的命名原则和主要的命名方法不构成任何冲击。     

内源性注意和外源性注意对中小学生SNARC效应的影响

采用内源性注意和外源性注意实验范式,以判断数字奇偶为任务,材料为1～9的阿拉伯数字,考察内源性和外源性线索不同注意条件下中小学生的数字加工SNARC效应。结果发现:(1)内源性线索和外源性线索条件下,中小学生在数字加工任务中所表现出来的SNARC效应随着年龄增长逐渐增大;(2)内源性线索和外源性线索注意条件下,各年级学生均表现出显著的SNARC效应;(3)内源性线索非注意条件下,中学生能够表现出显著的SNARC效应,但小学生的SNARC效应不明显;外源性线索非注意条件下,高中生能够表现出显著的SNARC效应,但小学生和初中生的SNARC效应不明显,说明外源性注意对中小学生数字加工SNARC效应的影响比内源性注意大,且对SNARC效应的影响主要表现在较大的数字8和9上。     

用文字概率衡量不确定性：特征和问题

文字概率是衡量不确定性的方式之一, 即人们使用诸如“也许”、“未必”的词汇来描述特定事件发生的可能性。文字概率不同于数字概率, 主要体现在文字概率的模糊性、非概率运算性和语义特性上。这使得相对于数字概率, 用文字概率衡量不确定性既有优势也有问题, 进而对人们的不确定信息沟通和风险决策造成影响。虽然文字概率与数字概率存在特征上的差异并且人们在日常交流中偏爱文字概率, 但是大部分风险领域的研究却仅局限于数字概率, 今后有必要研究使用文字概率测量的风险决策。在已有文字概率特征研究的基础上, 还可以进一步探究其不同于数字概率的其它特征(文字/数字概率与双系统模型的联系、文字概率的跨文化差异等)及其对风险决策的影响。