小学生分数比较中的加工模式:基于反应时和口语报告的研究
The Processing of Fractions Comparison Task in Elementary Students: Reaction Time and Trial-by-Trial Strategy Reports as Evidences

选取北京和四川两地53名小学六年级学生分别完成同分子、同分母与异分子异分母三类分数比较任务，收集被试口语报告的策略作为直接证据，并以分数大小和分数距离对反应时的回归分析结果作为间接证据，共同探究被试在分数比较任务中的加工模式，结果发现，（1）在三类分数比较中，被试均采用成分加工模式而非整体加工模式；（2）口语报告的策略与反应时回归分析的结果并不完全吻合，从侧面证明了原有研究方法的不稳定性。
This study aimed at exploring the processing of fraction comparison tasks in fifty-three elementary school students through direct and indirect evidences. The students were asked to compare fraction magnitudes under different fraction comparison materials: fractions with common denominators/numerators, fractions without common components. The direct evidence was the processing strategies of making each comparison reported trial-by-trial by the students. The indirect evidence came from the regression analysis of the component distance and the real numerical value distance between the two fractions compared, and the size of the two fractions compared to the RT in each trial. The results showed that:(1) The three types of fraction comparisons were all processed in terms of the components in each fraction pair s instead of the real numerical value of the fractions compared, which indicates that most of the fraction comparisons were completed with componential processing instead of holistic processing;(2) The indirect evidences from the regression analysis of reaction time was not entirely consistent with the direct evidences from the trial-by-trial strategy reports, which proved the instability of the regression analysis methods broadly used in previous references.