Developmental and individual differences in pure numerical estimation
Developmental and individual differences in pure numerical estimation
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DOI：
10.1037/0012-1649.41.6.189
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发表时间：
2006-01-01
影响因子：
4
通讯作者：
Siegler, RS
中科院分区：
文献类型：
--
作者：
Booth, JL;Siegler, RS
作者研究了纯数字估计的发展和个体差异，这种估计类型完全依赖于数字知识。幼儿园至四年级的儿童被要求解决 4 种类型的数值估计问题：计算问题、数值问题、测量问题和数轴问题。在实验1中，向幼儿园学生以及一年级、二年级和三年级学生提出涉及数字0-100的问题；在实验2中，向二年级和四年级的学生提出了涉及数字0-1,000的问题。不同类型的估计出现了并行的发展趋势，包括增加对数字线性表示的依赖和减少对对数表示的依赖。不同任务之间一致的个体差异也很明显，所有类型的估计技能都与数学成绩测试成绩呈正相关。讨论了对理解数学学习的一般意义。
The authors examined developmental and individual differences in pure numerical estimation, the type of estimation that depends solely on knowledge of numbers. Children between kindergarten and 4th grade were asked to solve 4 types of numerical estimation problems: computational, numerosity, measurement, and number line. In Experiment 1, kindergartners and 1st, 2nd, and 3rd graders were presented problems involving the numbers 0-100; in Experiment 2, 2nd and 4th graders were presented problems involving the numbers 0-1,000. Parallel developmental trends, involving increasing reliance on linear representations of numbers and decreasing reliance on logarithmic ones, emerged across different types of estimation. Consistent individual differences across tasks were also apparent, and all types of estimation skill were positively related to math achievement test scores. Implications for understanding of mathematics learning in general are discussed.