ASSESSING EARLY ARITHMETIC ABILITIES - EFFECTS OF VERBAL AND NONVERBAL RESPONSE TYPES ON THE CALCULATION PERFORMANCE OF MIDDLE-AND LOW-INCOME CHILDREN
ASSESSING EARLY ARITHMETIC ABILITIES - EFFECTS OF VERBAL AND NONVERBAL RESPONSE TYPES ON THE CALCULATION PERFORMANCE OF MIDDLE-AND LOW-INCOME CHILDREN
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DOI：
10.1016/1041-6080(94)90003-5
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发表时间：
1994-01-01
影响因子：
3.6
通讯作者：
LEVINE, SC
中科院分区：
文献类型：
--
作者：
JORDAN, NC;HUTTENLOCHER, J;LEVINE, SC
在两项研究中，我们比较了幼儿在三种不同的非语言计算任务上的表现。实验任务使用相同的非语言呈现模式，但根据反应类型而有所不同：（1）拿出磁盘（非语言产生）;（2）从多项选择数组中选择正确数量的磁盘（非语言识别）;（3）给出一个数字单词（语言产生）。语言生产任务要求儿童将数字映射到传统的数字系统中，而非语言生产和非语言识别任务则没有。研究1表明，3岁、4岁和5岁中等收入家庭儿童（N = 72）的表现并不因所需的反应类型而异。儿童对非言语呈现的加减法问题的回答有言语和非言语两种形式。相比之下，研究2表明，低收入儿童（3-和4岁; N = 48）表现出显着更好的非言语反应类型的任务比言语反应类型的任务。对个人数据的分析表明，一些低收入家庭的儿童在完全非语言计算任务上是成功的，尽管他们在语言计算方面有困难（即，集合枚举和基数）。研究结果表明，计算能力并不依赖于掌握传统的算术符号。
In two studies, we compared young children's performance on three variations of a nonverbally presented calculation task. The experimental tasks used the same nonverbal mode of presentation but were varied according to response type: (1) putting out disks (nonverbal production); (2) choosing the correct number of disks from a multiple-choice array (nonverbal recognition); and (3) giving a number word (verbal production). The verbal production task required children to map numerosities onto the conventional number system while the nonverbal production and nonverbal recognition tasks did not. Study 1 showed that the performance of 3-, 4- and 5-year-old middle-income children (N = 72) did not vary with the type of response required. Children's answers to nonverbally presented addition and subtraction problems were available in both verbal and nonverbal forms. In contrast, Study 2 showed that low-income children (3- and 4-year-olds; N = 48) performed significantly better on both nonverbal response type tasks than on the verbal response type task. Analysis of individual data indicated that a number of the low-income children were successful on the completely nonverbal calculation tasks, even though they had difficulty with verbal counting (i.e., set enumeration and cardinality). The findings suggest that the ability to calculate does not depend on mastery of conventional symbols of arithmetic.