心理发展与教育
心理髮展與教育
심리발전여교육
Psychological Development and Education
2012年
4期
337~344
,共null页
幼儿 小数量 离散量表征 视知觉线索
幼兒 小數量 離散量錶徵 視知覺線索
유인 소수량 리산량표정 시지각선색
preschool children; small amount of number; discrete quantity representation; visual-perceptional clues
本研究采用数量辨别任务和数量比较的干扰任务考察了元素累积面积和元素特征丰富度两种视知觉线索对3～6岁幼儿表征4以内离散量的影响。两个任务的被试分别为80名和74名。结果表明，幼儿在辨别小数离散量时并未表现出对元素累积面积的偏好；且幼儿能同时关注累积面积和饼干个数两个维度．从而辨别抽象的数量关系；这种辨别能力有随年龄提高的趋势，不能辨别组以3、4岁幼儿居多，他们辨别方形饼干的数量关系比辨别圆形饼干更容易。当元素累积面积干扰小数量比较时，幼儿数量比较的正确率随数量比例增匙而降低，此时幼儿小数量表征不再精确；而当单个元素的知觉特征更鲜明时，即使仍存在元素累积面积干扰，其正确率也不再受数量比例的影响。这说明单个元素的知觉线索与整体知觉线索共同影响小数离散量表征，也提示着幼儿的小数量表征精确性可能并非稳定存在，小数量表征在特定条件下也需要借助模拟数量系统。
本研究採用數量辨彆任務和數量比較的榦擾任務攷察瞭元素纍積麵積和元素特徵豐富度兩種視知覺線索對3～6歲幼兒錶徵4以內離散量的影響。兩箇任務的被試分彆為80名和74名。結果錶明，幼兒在辨彆小數離散量時併未錶現齣對元素纍積麵積的偏好；且幼兒能同時關註纍積麵積和餅榦箇數兩箇維度．從而辨彆抽象的數量關繫；這種辨彆能力有隨年齡提高的趨勢，不能辨彆組以3、4歲幼兒居多，他們辨彆方形餅榦的數量關繫比辨彆圓形餅榦更容易。噹元素纍積麵積榦擾小數量比較時，幼兒數量比較的正確率隨數量比例增匙而降低，此時幼兒小數量錶徵不再精確；而噹單箇元素的知覺特徵更鮮明時，即使仍存在元素纍積麵積榦擾，其正確率也不再受數量比例的影響。這說明單箇元素的知覺線索與整體知覺線索共同影響小數離散量錶徵，也提示著幼兒的小數量錶徵精確性可能併非穩定存在，小數量錶徵在特定條件下也需要藉助模擬數量繫統。
본연구채용수량변별임무화수량비교적간우임무고찰료원소루적면적화원소특정봉부도량충시지각선색대3～6세유인표정4이내리산량적영향。량개임무적피시분별위80명화74명。결과표명，유인재변별소수리산량시병미표현출대원소루적면적적편호；차유인능동시관주루적면적화병간개수량개유도．종이변별추상적수량관계；저충변별능력유수년령제고적추세，불능변별조이3、4세유인거다，타문변별방형병간적수량관계비변별원형병간경용역。당원소루적면적간우소수량비교시，유인수량비교적정학솔수수량비례증시이강저，차시유인소수량표정불재정학；이당단개원소적지각특정경선명시，즉사잉존재원소루적면적간우，기정학솔야불재수수량비례적영향。저설명단개원소적지각선색여정체지각선색공동영향소수리산량표정，야제시착유인적소수량표정정학성가능병비은정존재，소수량표정재특정조건하야수요차조모의수량계통。
This study analyzed the role of visual-perceptional clues in the small numerical values representation of preschool children. 80 children preformed the magnitude discrimination task, and 74 of them preformed the magnitude comparison tasks. The results showed that young children did not show the preference of accumulated surface areas, they can analyze the accumulated surface areas and the number of biscuits simultaneously, in order to distinguish the abstract magnitude relation. This ability enhanced with age, most of the subjects with low magnitude discrimination abilities were 3 and 4-year-old, in which the younger group performed significantly better in square biscuits condition than rounded biscuits. When the accumulated surface areas interfered the magnitude comparison, the correct rate became lower with the magnitude ratio growing, so the small magnitude representation was no longer accurate; while the perceptual features of single elements were more distinctive, the correct rate of magnitude compare was no longer interfered by the magnitude ratio. This indicated that the single and global perceptual clues are both affect the small magnitude representation, suggesting that the small magnitude representation of preschool children is not always precisely, it sometimes also needs the analog magnitude system.
