学前儿童近似数量系统敏锐度与符号数学能力的关系
Preschool Children's Approximate Number System Acuity and Symbolic Number Abilities

选取杭州市122名学前儿童(3~6岁)为被试,以点数比较任务及点数异同任务测量幼儿的近似数量系统敏锐度,以数数测验、基数测验、符号数字知识测验及简单计算来测量幼儿的符号数学能力,以此考察学前儿童近似数量系统敏锐度的发展及与符号数学能力的关系。结果发现:(1)随年龄增长,学前儿童的近似数量加工的敏锐度逐渐提高;(2)点数比较任务与点数异同任务均适合测量学前儿童近似数量系统敏锐度,但儿童完成点数比较任务的正确率要高于点数异同任务的正确率;(3)在抑制控制、短时记忆、工作记忆和言语测验成绩被控制后,根据点数比较任务计算的韦伯系数能显著预测学前儿童的基数和符号数字知识测验分数,总正确率能显著预测学前儿童的数数、基数、符号数字知识测验分数;(4)点数异同任务中只有点数不同试次下的正确率能显著预测学前儿童的符号数字知识测验分数。
A hundred and twenty-two children(3-to 6-year-old) participated in 11 tasks measuring ANS acuity, symbolic number abilities, inhibitory control, short memory, working memory and receptive vocabulary. Results showed that(1) Preschool children's ANS acuity increases by their age. (2) Both of the same different task and the non-symbolic magnitude comparison task can measure 3-to 6-year-old preschool children's ANS acuity. Their performances in the non-symbolic magnitude comparison task were better than that in the same-different task. (3) The Weber Faction calculated by non-symbolic magnitude comparison task significantly correlated with cardinality proficiency and symbolic number knowledge, and the accuracy of this task correlated with counting skills, cardinality proficiency and symbolic number knowledge, when short memory, working memory, inhibitory control and receptive vocabulary were controlled. (4) The accuracy of different trails in the same-different task correlated with symbolic number knowledge.