Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison
Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison
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DOI：
10.1111/j.1467-8624.2007.01087.x
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发表时间：
2007-12-01
影响因子：
4.6
通讯作者：
Siegler, Robert S.
中科院分区：
文献类型：
--
作者：
Laski, Elida V.;Siegler, Robert S.
本研究探讨了一般性的对数线性过渡儿童的表征的数值大小和主观分类的数字在收购更先进的理解的作用。实验1（49名女孩和41名男孩，年龄5-8岁）建议从幼儿园到二年级的平行过渡，用于执行数线估计，数值分类，数值大小比较任务的表示。每个年级的个人差异在熟练程度的三个任务是密切相关的。实验2（27名女孩和13名男孩，年龄5-6岁）复制实验1的结果，并证明了因果关系的分类变化引起的变化，在数线估计。提出了跨任务的平行发展变化的原因，一致的个体差异，以及改进的数字分类和日益线性表示之间的关系。
This study examined the generality of the logarithmic to linear transition in children's representations of numerical magnitudes and the role of subjective categorization of numbers in the acquisition of more advanced understanding. Experiment 1 (49 girls and 41 boys, ages 5-8 years) suggested parallel transitions from kindergarten to second grade in the representations used to perform number line estimation, numerical categorization, and numerical magnitude comparison tasks. Individual differences within each grade in proficiency for the three tasks were strongly related. Experiment 2 (27 girls and 13 boys, ages 5-6 years) replicated results from Experiment 1 and demonstrated a causal role of changes in categorization in eliciting changes in number line estimation. Reasons were proposed for the parallel developmental changes across tasks, the consistent individual differences, and the relation between improved categorization of numbers and increasingly linear representations.