ISSN 1671-3710
CN 11-4766/R

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  1. 东北师范大学心理学院
  • 收稿日期:2020-06-19 修回日期:2020-10-14 出版日期:2020-12-12 发布日期:2020-12-12
  • 通讯作者: 王丽娟
  • 基金资助:

The relationship between the approximate number system and mathematical abilities: evidence for development research

, ,Wang Lijuan   

  1. School of Psychology, Northeast Normal University
  • Received:2020-06-19 Revised:2020-10-14 Online:2020-12-12 Published:2020-12-12
  • Contact: Wang Lijuan

摘要: 近似数量系统在个体数学能力的发展中起着重要的作用,二者之间的关系受到年龄因素的影响。主要表现为,随着年龄的增长,相关程度逐渐减弱,因果关系由双向转为单向,作用机制也由基数知识中介假说转变为多种中介变量的共同作用。未来可采用多种研究途径考察各年龄段儿童近似数量系统、符号数量系统、不同数学能力之间关系的发展趋势,以更好地理解近似数量系统和符号数量系统在个体数学能力发展中的具体作用。

关键词: 近似数量系统, 数学能力, 基数知识中介假说, 视觉形状知觉假说, 发展

Abstract: The approximate number system plays an important role in the development of individual mathematical abilities, and the relationship between the two may be affected by age. Mainly, with age increases, the degree of correlation gradually weakened, the causal relationship and mechanisms also changed correspondingly, the causality changes from bidirectional to unidirectional, and the mechanisms also change from the cardinal knowledge mediation hypothesis to the joint effect of multiple intermediary variables. Future research should use a variety of research methods and approaches to investigate the development trend of the relationship between the approximate number system, the symbolic number system, and different mathematical abilities of children of all ages, in order to better understand the function of the approximate number system and symbolic number system in the development of individual mathematical abilities.

Key words: Approximate number system, mathematical abilities, Cardinal knowledge mediation hypothesis, Visual form perception hypothesis, Development