The relationship between non-symbolic multiplication and division in childhood.
The relationship between non-symbolic multiplication and division in childhood.
复制标题
童年时期非符号乘法与除法的关系。
DOI：
10.1080/17470218.2016.1151060
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Barth,Hilary
中科院分区：
文献类型：
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作者：
McCrink,Koleen;Shafto,Patrick;Barth,Hilary
没有受过加减法正规教育的儿童能够对近似数量的物体进行多步运算。此外，它们的性能在解决近似（但不精确）加法和减法问题时得到改善，这些问题允许将求逆作为捷径（例如，a+B-B=a）。目前的研究探讨儿童的能力，执行多步操作，和潜在的反演效益，为近似，非符号的乘法和除法运算。孩子们被训练来计算乘法和除法比例因子（*2或/2，*4或/4），然后在结合这些因子中的两个的问题上进行测试，这两个因子以一种允许反转捷径的方式（例如，8*4/4）或没有（例如，8*4/2）。在训练过程中，儿童的表现明显优于所有比例因子的机会，他们成功地计算了多步测试问题的结果。他们没有表现出a*B/b结构的问题的性能优势，这表明他们没有利用反演推理作为逻辑捷径来帮助他们解决多步测试问题。
Children without formal education in addition and subtraction are able to perform multi-step operations over an approximate number of objects. Further, their performance improves when solving approximate (but not exact) addition and subtraction problems that allow for inversion as a shortcut (e.g.,a+b−b=a). The current study examines children's ability to perform multi-step operations, and the potential for an inversion benefit, for the operations of approximate, non-symbolic multiplication and division. Children were trained to compute a multiplication and division scaling factor (*2 or /2, *4 or /4), and were then tested on problems that combined two of these factors in a way that either allowed for an inversion shortcut (e.g., 8*4/4) or did not (e.g., 8*4/2). Children's performance was significantly better than chance for all scaling factors during training, and they successfully computed the outcomes of the multi-step testing problems. They did not exhibit a performance benefit for problems with the a*b/bstructure, suggesting that they did not draw upon inversion reasoning as a logical shortcut to help them solve the multi-step test problems.