Development of numerical estimation in young children
Development of numerical estimation in young children
复制标题
DOI：
10.1111/j.1467-8624.2004.00684.x
复制
发表时间：
2004-03-01
影响因子：
4.6
通讯作者：
Booth, JL
中科院分区：
文献类型：
--
作者：
Siegler, RS;Booth, JL
两个实验研究了一年级学生、一年级学生和二年级学生的数字估计、引起估计的内部表征以及一个领域内的发展序列倾向于在新的背景下重复的一般假设。在这个年龄范围内，对0到100个数字行的估计的发展遵循以前在0到1,000行的年龄较大的儿童中观察到的模式。在幼儿园和二年级（6至8岁）之间，估计模式从一贯的对数发展到对数和线性的混合，再到主要的线性模式。数字线估计的个体差异与数学成绩测试成绩密切相关，估计精度的提高被证明归因于估计的线性增加，以及相关经验的暴露往往会提高估计精度。
Two experiments examined kindergartners', first graders', and second graders' numerical estimation, the internal representations that gave rise to the estimates, and the general hypothesis that developmental sequences within a domain tend to repeat themselves in new contexts. Development of estimation in this age range on 0-to-100 number lines followed the pattern observed previously with older children on 0-to-1,000 lines. Between kindergarten and second grade (6 and 8 years), patterns of estimates progressed from consistently logarithmic to a mixture of logarithmic and linear to a primarily linear pattern. Individual differences in number-line estimation correlated strongly with math achievement test scores, improved estimation accuracy proved attributable to increased linearity of estimates, and exposure to relevant experience tended to improve estimation accuracy.