幼儿在集合比较中运用数数的实验研究

本研究中运用了两个实验探讨数数干预和测查条件对儿童在集合比较中运用数数的影响。干预对3岁儿童(M=3：9)没有影响。在平均年龄为4岁4个月时．干预组儿童比控制组儿童更倾向于用数数比较集合．自然组儿童也比传统组更倾向于用数数。许多4岁儿童在无干预时不用数数可能是因为，1)不知数数比视觉性比较更有效，或2)他们在集合比较中的数数极易受测查情景因素的影响。儿童在集合比较中的数数运用与他们的数数水平密切关联。

AN EXPERIMENTAL STUDY ON PRESCHOOL CHILDREN'S USE OF COUNTING TO COMPARE TWO SETS

Two experiments exploring the effect of intervention and test conditions on preschoolers' use of counting to compare two sets. Twelve comparison tasks (with sets: 4:5, 5:6, and 8:9) were used to test 227 Chinese 3-and 4-year-olds' use of counting to compare sets under different experimental conditions. The intervention did not have any effect on younger children's (mean:3:9) use of counting. At the mean age of 4:4,the children were more likely to use counting to compare sets in the two intervention groups than were the children in the control group. Children in the natural test condition were more likely to use counting than were the children in the traditional test condition. Many 4-year-olds were reluctant to use counting if no intervention prompted it, because 1) they did not know that counting was a better strategy than visual comparison, or because 2) preschool children's use of counting to compare sets was easily affected by contextual factors in a test condition. Preschool children's use of counting to compare sets was closely related to their counting performance.