Representational change and children's numerical estimation
Representational change and children's numerical estimation
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DOI：
10.1016/j.cogpsych.2006.09.002
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发表时间：
2007-11-01
影响因子：
2.6
通讯作者：
Siegler, Robert S.
中科院分区：
文献类型：
--
作者：
Opfer, John E.;Siegler, Robert S.
我们应用重叠波理论和微观遗传学方法来研究儿童如何提高他们的估计能力，特别是他们如何从依赖不成熟的数值大小表示转向成熟的数值大小表示。我们还测试了理论预测，即对两种表征之间差异最大的问题的反馈将导致最大的表征变化。最初被评估为依赖于不成熟表征的二年级学生所得到的反馈，在成熟表征和不成熟表征的预测之间存在着不同程度的差异。最不一致的反馈会产生最大的代表性变化。这种变化非常突然，通常发生在单次反馈试验之后，而且范围广泛，影响从 0 到 1000 的整个数字范围的估计。研究结果表明，认知变化可以发生在整个表征的水平上，而不是总是涉及一系列局部修复。 (c) 2006 Elsevier Inc. 保留所有权利。
We applied overlapping waves theory and microgenetic methods to examine how children improve their estimation proficiency, and in particular how they shift from reliance on immature to mature representations of numerical magnitude. We also tested the theoretical prediction that feedback on problems on which the discrepancy between two representations is greatest will cause the greatest representational change. Second graders who initially were assessed as relying on an immature representation were presented feedback that varied in degree of discrepancy between the predictions of the mature and immature representations. The most discrepant feedback produced the greatest representational change. The change was strikingly abrupt, often occurring after a single feedback trial, and impressively broad, affecting estimates over the entire range of numbers from 0 to 1000. The findings indicated that cognitive change can occur at the level of an entire representation, rather than always involving a sequence of local repairs. (c) 2006 Elsevier Inc. All rights reserved.