First and Second Graders Successfully Reason About Ratios With Both Dot Arrays and Arabic Numerals
First and Second Graders Successfully Reason About Ratios With Both Dot Arrays and Arabic Numerals
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一年级和二年级学生成功推理出点阵和阿拉伯数字的比率
DOI：
10.1111/cdev.13470
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发表时间：
2021
影响因子：
4.6
通讯作者：
Brannon, Elizabeth M.
中科院分区：
文献类型：
--
作者：
Szkudlarek, Emily;Brannon, Elizabeth M.
孩子们在精确的、象征性的比例推理上挣扎，但先前的研究表明，孩子们在做出近似的、非象征性的比例判断时表现出惊人的直觉。在目前的实验中，85名6 - 8岁的儿童用点阵和数字做出近似的比例判断。两种形式的儿童都擅长近似比率推理，并且随着年龄的增长而提高。首先进行非符号任务的儿童在符号任务上的表现优于顺序相反的儿童，这表明非符号比例推理可能是符号比例推理的支架。非符号比例推理在概率领域调解了儿童数字比较成绩与符号数学成绩之间的关系，但数字比较成绩解释了一般计算技能的显著独特差异。
Children struggle with exact, symbolic ratio reasoning, but prior research demonstrates children show surprising intuition when making approximate, nonsymbolic ratio judgments. In the current experiment, eighty‐five 6‐ to 8‐year‐old children made approximate ratio judgments with dot arrays and numerals. Children were adept at approximate ratio reasoning in both formats and improved with age. Children who engaged in the nonsymbolic task first performed better on the symbolic task compared to children tested in the reverse order, suggesting that nonsymbolic ratio reasoning may function as a scaffold for symbolic ratio reasoning. Nonsymbolic ratio reasoning mediated the relation between children’s numerosity comparison performance and symbolic mathematics performance in the domain of probabilities, but numerosity comparison performance explained significant unique variance in general numeration skills.