Numerical magnitude representations influence arithmetic learning
Numerical magnitude representations influence arithmetic learning
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DOI：
10.1111/j.1467-8624.2008.01173.x
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发表时间：
2008-07-01
影响因子：
4.6
通讯作者：
Siegler, Robert S.
中科院分区：
文献类型：
--
作者：
Booth, Julie L.;Siegler, Robert S.
本研究考察了一年级学生（平均年龄为7.2岁）的数字量级表征质量是否与他们的算术学习相关、预测和因果关系。研究发现，儿童的预试数字大小表征与他们的预试算术知识相关，并预测他们对不熟悉的算术问题的答案的学习。在控制了先验算术知识、数字短期记忆和数学成就测试分数后，与不熟悉问题学习的关系仍然存在。此外，向随机选择的儿童展示加数和数量级的精确视觉表示，可以提高他们对问题答案的学习能力。因此，数值大小的表示与算术学习既相关又有因果关系。
This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be predictive of their learning of answers to unfamiliar arithmetic problems. The relation to learning of unfamiliar problems remained after controlling for prior arithmetic knowledge, short-term memory for numbers, and math achievement test scores. Moreover, presenting randomly chosen children with accurate visual representations of the magnitudes of addends and sums improved their learning of the answers to the problems. Thus, representations of numerical magnitude are both correlationally and causally related to arithmetic learning.