“多少”概念发展的研究

采用数量判定任务，分别用2～30和5～100范围内点子图为刺激，研究个体“多”和“少”概念的发展。结果发现：在5～100点子条件下，随年龄的增长，个体“多”概念的判断值、“少”概念的判断值、“多”“少”概念的临界值均显著增大；7～9岁是个体“多少”概念发展的转折期；个体对“多少”概念的认知具有相对性；在本实验的两种条件下，随年龄增长，个体“多”概念的判断值、“少”概念的判断值、“多”“少”概念的临界值逐渐趋于刺激点子数最大值的2/3、1/3、1/2，“多”概念与“少”概念判断的不确定距离逐渐趋于刺激点子数最大变化范围的1/3或略小于1/3。

Developmental Research of the Concept of Much and Few Number

In the current research, the task of number discrimination was used to investigate the development of the concept of much and few. The numbers of 2 to 30 and 5 to 100 dots were presented to the subjects. The result showed that: on the condition of 5-100 dot numbers, the discrimination of much and few numbers is developed with age; the age from 7 to 9 is a critical period of developing concept of much and few numbers; the children discriminate much and few numbers relatively; on the two conditions of the research, the critical value and the discrimination of much and few numbers become the most numbers of the stimulated dots of 2/3, 1/3 and 1/2 increasingly, but the undefined distance of discriminating much and few numbers is in the range of 1/3 stimulated dots or less than 1/3.