分数认知的“整数偏向”研究：理论与方法

心理科学进展 ›› 2010, Vol. 18 ›› Issue (1): 65-74.

分数认知的“整数偏向”研究：理论与方法

刘春晖; 辛自强

北京师范大学发展心理研究所, 北京 100875

收稿日期:2009-05-14 修回日期:1900-01-01 出版日期:2010-01-15 发布日期:2010-01-15
通讯作者: 辛自强

Research on Whole Number Bias in Fractional Cognition: The Theoretical and Methodological Advances

LIU Chun-Hui; XIN Zi-Qiang

Institute of Developmental Psychology, Beijing Normal University, Beijing 100875, China

Received:2009-05-14 Revised:1900-01-01 Online:2010-01-15 Published:2010-01-15

摘要/Abstract

摘要： 整数偏向普遍存在于分数认知中, 它指儿童在应用分数知识时, 常使用先前形成的有关整数的独立单元计数图式来解释分数的倾向。学者们提出了先天约束假设、未分化量假设和学习的负迁移假设分别从先天和后天角度对其成因做了解释。以往研究常采用纸笔测验或口语报告揭示它的存在, 近年来有研究采用了心理数字线假设的相关效应考查了成人的整数偏向, 使其研究方法和被试得以扩展。在该领域, 今后应在定义、理论解释、研究方法以及教学干预方面加强研究。

关键词: 整数偏向, 分数认知, 心理数字线

Abstract: When using fraction knowledge, children often use previously formed single-unit counting scheme to interpret the fractions. This phenomenon named as “whole number bias” is ubiquitous in fractional cognition. Researchers have explained its genesis from the point of innate and acquired, basing on the hypothesis of innate constraint, undifferentiated amount, and learning account. Most studies used pencil-and-paper test and verbal report to investigate the whole number bias. However, in recent studies mental number line hypothesis appeared as a useful instrument to study adult’s whole number bias. In this area, there are four chief prospects for the future research: clarifying the concept, exploring the origin of bias, extending the research methods and strengthening interventional research.

Key words: whole number bias, fractional cognition, mental number line

刘春晖; 辛自强. (2010). 分数认知的“整数偏向”研究：理论与方法. 心理科学进展 , 18(1), 65-74.

LIU Chun-Hui; XIN Zi-Qiang. (2010). Research on Whole Number Bias in Fractional Cognition: The Theoretical and Methodological Advances. , 18(1), 65-74.