心理发展与教育
心理髮展與教育
심리발전여교육
Psychological Development and Education
2012年
2期
121~130
,共null页
反演律 加减法 基数概念 数量比较 记忆刷新
反縯律 加減法 基數概唸 數量比較 記憶刷新
반연률 가감법 기수개념 수량비교 기억쇄신
inversion; addition; subtraction; magnitude comparison; updating
儿童对加法和减法逆反关系的理解在加法概念和减法概念的学习中具有十分重要的作用。研究采用代数推理任务、给数取物任务、数量比较任务和记忆刷新任务,对83名4到6岁幼儿进行施测,考察4到6岁儿童加减法反演律概念的发展特点,探讨儿童的基数概念、数量比较、记忆刷新能力在反演律概念发展中的作用。结果发现：（1）5岁到6岁是儿童掌握和运用加减法反演律概念的快速发展时期。幼儿的加减法反演律概念表现出数量大小效应以及问题情境效应,小数反演问题的成绩优于大数反演问题的成绩,符号化数量反演的成绩优于集合数量反演的成绩。（2）基数概念掌握组儿童加减法反演律概念的发展显著优于未掌握组;但儿童基数概念的掌握情况并不显著预测儿童反演律概念的发展。（3）数量比较、记忆刷新对儿童加减法反演律概念的发展具有显著的正向预测作用。
兒童對加法和減法逆反關繫的理解在加法概唸和減法概唸的學習中具有十分重要的作用。研究採用代數推理任務、給數取物任務、數量比較任務和記憶刷新任務,對83名4到6歲幼兒進行施測,攷察4到6歲兒童加減法反縯律概唸的髮展特點,探討兒童的基數概唸、數量比較、記憶刷新能力在反縯律概唸髮展中的作用。結果髮現：（1）5歲到6歲是兒童掌握和運用加減法反縯律概唸的快速髮展時期。幼兒的加減法反縯律概唸錶現齣數量大小效應以及問題情境效應,小數反縯問題的成績優于大數反縯問題的成績,符號化數量反縯的成績優于集閤數量反縯的成績。（2）基數概唸掌握組兒童加減法反縯律概唸的髮展顯著優于未掌握組;但兒童基數概唸的掌握情況併不顯著預測兒童反縯律概唸的髮展。（3）數量比較、記憶刷新對兒童加減法反縯律概唸的髮展具有顯著的正嚮預測作用。
인동대가법화감법역반관계적리해재가법개념화감법개념적학습중구유십분중요적작용。연구채용대수추리임무、급수취물임무、수량비교임무화기억쇄신임무,대83명4도6세유인진행시측,고찰4도6세인동가감법반연률개념적발전특점,탐토인동적기수개념、수량비교、기억쇄신능력재반연률개념발전중적작용。결과발현：（1）5세도6세시인동장악화운용가감법반연률개념적쾌속발전시기。유인적가감법반연률개념표현출수량대소효응이급문제정경효응,소수반연문제적성적우우대수반연문제적성적,부호화수량반연적성적우우집합수량반연적성적。（2）기수개념장악조인동가감법반연률개념적발전현저우우미장악조;단인동기수개념적장악정황병불현저예측인동반연률개념적발전。（3）수량비교、기억쇄신대인동가감법반연률개념적발전구유현저적정향예측작용。
The reverse relationship of addition and subtraction is critical in children’s learning of addition and subtraction. 83 children aged 4 to 6 participated in this study. Algebraic Reasoning Paradigm, Cardinal tasks, Magnitude Comparison task, and Running Memory task were administered to examine the developmental trend of 4 to 6-year-old preschooler’s inversion concept about addition and subtraction, and how this trajectory influenced by Cardinal, Quantity Comparison and Memory Updating. Results showed that： （1） neither in non-symbolic nor symbolic inverse problems, 4 and 5-year-old children’s accuracy was above chance level. Few 4 and 5-year-old children passed the inverse problems. However, 6-year-old kids had a great progress in both non-symbolic and symbolic inverse problems. Almost half of the 6-year-old children passed the symbolic inverse problems. 4 to 6-year-old preschooler’s accuracy was higher in small number problems than in large number problems, and higher in symbolic quantity problems than analog quantity problems. （2） Preschoolers, those who had already grasped cardinals were much better in the development of inversion concept than those who hadn’t. However, according to children’s knowledge of cardinal, we cannot predict their understanding about inversion concept. （3） Magnitude Comparison and Memory Updating had salient and positive prediction to children understands of inversion concept.
