3~5岁幼儿一位数大小比较的信息加工模式

主要探讨我国幼儿对数量大小比较的信息加工模式。实验1探讨幼儿对一位数大小比较的发展状况及其心理表征特点，被试为3岁、4岁与5岁幼儿各20人，要求被试对1-9两两进行大小比较，然后对不同年龄幼儿对比成绩进行比较与聚类分析。实验2进一步探讨幼儿对数字的语义编码情况及其与数的大小比较的关系，被试与实验1相同，要求被试对1-9每个数字作出大、中或小的编码，然后分析数字的语义编码成绩与大小比较成绩的关系。实验3采用因果设计，探讨幼儿关于数字的语义编码对他们关于数的大小判断的影响，被试为30名4岁幼儿，随机分成训练组与控制组，对训练组被试进行数字语义编码训练，然后比较两组被试大小比较的成绩。结果表明：(1)幼儿一位数大小比较直接受其对数的语义表征的影响；(2)随着年龄的增长，幼儿对数的表征逐步表现出离散聚类模式，相应地，对一位数大小比较的信息加工过程就表现为由无序的、随机的过程逐步发展成为层次编码比较的过程。

COGNITIVE DEVELOPMENT OF CHINESE CHILDREN FROM 3 TO 5 YEARS OF AGE IN MAGNITUDE COMPARISONS OF ONE-FIGURE NUMBER

The study probed into the cognitive activity and the development of the children from 3 to 5 years of age in magnitude comparison of one-figure number. Three experiments were included. In Experiment 1, the psychological representative model in magnitudes of one-figure numbers were explored. In Experiment 2, the semantic code characteristics of the numbers and the relation between numerical magnitude comparisons and semantic code were studied. In Experiment 3 ,the cause and effect research design was used to explore the influence of semantic code on the judgment of numerical comparisons. The results showed: 1.The comparison of numerical magnitudes made by children was influenced directly by their semantic representation of numbers.2. The children presented the discrete category model gradually in magnitude representation of one-figure number as their ages increased. As a result, the process of magnitude comparison of one-figure number developed gradually from the random and disorder course to the hierarchical comparison course.