On the relation between the mental number line and arithmetic competencies
On the relation between the mental number line and arithmetic competencies
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DOI：
10.1080/17470218.2014.892517
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发表时间：
2014-01-01
影响因子：
1.7
通讯作者：
Moeller, Korbinian
中科院分区：
文献类型：
--
作者：
Link, Tanja;Nuerk, Hans-Christoph;Moeller, Korbinian
在这项研究中，我们的目的是调查它是否确实是空间大小表示，链接数线估计性能的其他基本的数值和算术能力。因此，45个四年级学生在有界和一个新的无界数线估计任务（只有一个起点和一个单位）的估计与他们的表现在各种任务，包括加法，减法，和数量的大小比较。假设这两个数字线任务评估相同的潜在心理数字线表征，无界数字线估计也应该与其他基本的数字和算术能力。然而，研究结果表明，儿童的估计性能在有界而不是无限的数字线估计任务与数字和算术能力显着相关。我们的结论是，无界和有界的数字线估计任务不评估相同的潜在的空间数值表示。相反，所观察到的有界数字线估计与数字/算术能力之间的关联可以由附加的数字过程（例如，比例判断、加/减）被招募来解决任务。
In this study, we aimed at investigating whether it is indeed the spatial magnitude representation that links number line estimation performance to other basic numerical and arithmetic competencies. Therefore, estimations of 45 fourth-graders in both a bounded and a new unbounded number line estimation task (with only a start-point and a unit given) were correlated with their performance in a variety of tasks including addition, subtraction, and number magnitude comparison. Assuming that both number line tasks assess the same underlying mental number line representation, unbounded number line estimation should also be associated with other basic numerical and arithmetic competencies. However, results indicated that children's estimation performance in the bounded but not the unbounded number line estimation task was correlated significantly with numerical and arithmetic competencies. We conclude that unbounded and bounded number line estimation tasks do not assess the same underlying spatial-numerical representation. Rather, the observed association between bounded number line estimation and numerical/arithmetic competencies may be driven by additional numerical processes (e.g., proportion judgement, addition/subtraction) recruited to solve the task.