Cognitive processes of numerical estimation in children
Cognitive processes of numerical estimation in children
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DOI：
10.1016/j.jecp.2011.08.005
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发表时间：
2012-02-01
影响因子：
2.6
通讯作者：
Moore, Alex M.
中科院分区：
文献类型：
--
作者：
Ashcraft, Mark H.;Moore, Alex M.
我们测试了一到五年级的儿童以及大学生的数字线估计任务，并检查了潜伏期和错误，以探索估计所涉及的认知过程。估计的发展趋势更符合从对数到线性表征的假设转变，而不是基于幂函数模型的比例判断应用的帐户；根据对数到林转移位置预测的跨年龄线性反应增加，产生合理的发展模式，而来自周期性力量模型的值很难与预期的发展模式相一致。从三年级学生的错误和四年级学生的潜伏期开始，这两种理论观点都没有预测到观察到的明显的“M形”模式。这种模式表明，估计开始依赖于基于儿童不断增长的数字知识(即50是100的一半的知识)的中点策略。正如在其他地方发现的那样，线性反应的强度与孩子们在标准化数学考试中的表现显著相关。(C)2011 Elsevier Inc.保留所有权利。
We tested children in Grades 1 to 5, as well as college students, on a number line estimation task and examined latencies and errors to explore the cognitive processes involved in estimation. The developmental trends in estimation were more consistent with the hypothesized shift from logarithmic to linear representation than with an account based on a proportional judgment application of a power function model; increased linear responding across ages, as predicted by the log-to-lin shift position, yielded reasonable developmental patterns, whereas values derived from the cyclical power model were difficult to reconcile with expected developmental patterns. Neither theoretical position predicted the marked "M-shaped" pattern that was observed, beginning in third graders' errors and fourth graders' latencies. This pattern suggests that estimation comes to rely on a midpoint strategy based on children's growing number knowledge (i.e., knowledge that 50 is half of 100). As found elsewhere, strength of linear responding correlated significantly with children's performance on standardized math tests. (C) 2011 Elsevier Inc. All rights reserved.