The role of relational reasoning in children's addition concepts
The role of relational reasoning in children's addition concepts
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DOI：
10.1348/026151006x108406
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发表时间：
2007-06-01
影响因子：
2.3
通讯作者：
Faulkner, Dorothy
中科院分区：
文献类型：
--
作者：
Farrington-Flint, Lee;Canobi, Katherine H.;Faulkner, Dorothy
该研究探讨了不同年龄儿童的关系推理，以及加法推理与加法内解决问题的技能以及加法外推理技能的关系。 92 名 5 至 8 岁的儿童被要求解决一系列概念上相关和不相关的加法问题，并使用所有自我报告策略的速度和准确性来监测他们的加法表现。孩子们还接受了一系列一般关系推理任务，以评估他们根据主题、因果和视觉关系解决问题的能力。结果显示，虽然儿童能够推理交换关系，但很少能识别基于加法组合的关系。此外，儿童推理加法概念的能力随着年龄和解决问题的能力而增强。对于年龄较大的孩子来说，加法概念的推理与主题、因果和视觉推理任务的表现有关，但对于年龄较小的孩子来说则不然。总体而言，研究结果表明，虽然儿童早期对加法关系的了解是特定领域的，但随着儿童更广泛推理能力的发展，这些发展增强了他们的加法推理能力。
The study addresses the relational reasoning of different-aged children and how addition reasoning is related to problem-solving skills within addition and to reasoning skills outside addition. Ninety-two 5- to 8-year-olds were asked to solve a series of conceptually related and unrelated addition problems, and the speed and accuracy of all self-reported strategies were used to monitor their addition performance. Children were also given a series of general relational reasoning tasks to assess their ability to solve problems based on thematic, causal and visual relations. The results revealed that, while children were able to reason about commutativity relations, recognition of relations based on additive composition was rare. Furthermore, children's ability to reason about addition concepts increased with age and problem-solving proficiency. Reasoning about addition concepts was related to performance on the thematic, causal and visual reasoning tasks for older children but not for younger children. Overall, the findings suggest that while children's early knowledge of addition relations is domain specific, as children develop in their broader reasoning abilities these developments enhance their addition reasoning.