【作者】 张译允； 周新林；

【Author】 Yiyun Zhang;Xinlin Zhou;School of Psychology, Liaoning Normal University;Advanced Technology Innovation Center for Future Education, Beijing Normal University;State Key Laboratory of Cognitive Neuroscience and Learning & IDG/Mc Govern Institute for Brain Research, Beijing Normal University;

【机构】 辽宁师范大学心理学院； 未来教育高精尖创新中心,北京师范大学； 认知神经科学与学习国家重点实验室,北京师范大学；

【摘要】 大量研究探讨近似数量系统与数学能力的关系,但结果仍未统一。流畅性可能是影响二者关系的重要因素。研究发现,近似数量系统与数学流畅性紧密相关(计算流畅性),但与数学问题解决无关(Zhang, Chen,Liu,Cui,&Zhou[2016])。本研究在前期研究的基础之上,以1185名1到4年级小学生为研究对象,一方面对前期结果进行检验,另一方面尝试从发展角度揭示近似数量系统与数学流畅性的关系。本研究以来自北京市的14所学校的1到4年级小学生为研究对象。所有小学生进行数学能力(近似数量系统、数学流畅性、数学问题解决)和一般认知能力(空间能力、加工速度、智力和言语加工能力)的测试。测试任务包括点阵数量比较、计算流畅性、数学推理、三维心理旋转、瑞文智力测试、词语押韵和选择反应时任务。结果发现,近似数量敏锐度可以显著预测高年级小学生(3、4年级)的计算流畅性成绩,并且独立于一般认知因素(空间能力、加工速度、智力和言语加工能力)、年龄和性别因素;但近似数量敏锐度与小学生的数学问题解决能力在各个年级均没有显著的相关关系。这个结果进一步支持了流畅性加工在近似数量系统和数学能力关系中的重要作用。更多还原

【Abstract】 Numerous studies have conducted the relation between approximate number system(ANS) acuity and mathematical performance, but the results are inconsistent. Fluency might influence the relation, ANS acuity more likely correlated with mathematical competence measured with mathematical fluency(such as arithmetical fluency), than that involved problem solving(such as mathematical reasoning)(Zhang, Chen, Liu, Cui, & Zhou [2016].). The current study aimed to replicate the previous findings with a new sample and, more importantly, to establish the lower age limit of the ANS acuity in two types of mathematical performance(mathematical fluency and mathematical reasoning). Numerosity comparison task, mathematical fluencyarithmetical computation task, mathematical reasoning task, and related covariate tasks(including processing speed, nonverbal intelligence, spatial processing and word rhyming) were administered to a new sample of 1185 children from first to fourth grades(with average age of from 6.8, 7.7, 8.8 to 9.8 years old, for each grade) from 14 primary schools in Beijing, China. Results showed that ANS acuity correlated with mathematical fluency only in higher grades(third and fourth grades) even after controlling for the covariates including gender, age, bimanual response speed, non-verbal matrix reasoning, mental rotation as well as word rhyming. But ANS acuity didn’t correlate with mathematical reasoning in any grade. The results support the important role of fluency in the relation between ANS acuity and mathematical performance.更多还原