ISSN 1671-3710
CN 11-4766/R
主办:中国科学院心理研究所
出版:科学出版社

›› 2010, Vol. 18 ›› Issue (1): 65-74.

Previous Articles     Next Articles

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

LIU Chun-Hui; XIN Zi-Qiang   

  1. 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

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