ISSN 0439-755X
CN 11-1911/B
主办：中国心理学会
　　　中国科学院心理研究所
出版：科学出版社

心理学报 ›› 1992, Vol. 24 ›› Issue (2): 48-54.

• • 上一篇    下一篇

儿童理解数量词“几个”、“很多”的发展特点

李文馥;马谋超   

  1. 中国科学院心理研究所,中国科学院心理研究所 北京,100012 ,北京,100012
  • 发布日期:1992-06-25 出版日期:1992-06-25
  • 通讯作者: 李文馥

A STUDY ON THE DEVELOPMENTAL CHARACTERISTICS OF CHILDREN'S CAPACITY IN UNDERSTANDING NUMERAL-CLASSIFIER COMPOUNDS'SOME"AND'MANY"

Li Wenfu;Ma Mouchao Institute of Psychology, Chinese Academy of Siences   

  • Online:1992-06-25 Published:1992-06-25

摘要： 本工作采用了一种研究儿童理解不精确量词的经验方法,初步探讨了四岁至十岁儿童理解数量词“几个”、“很多”的发展特点。结果提示:儿童对两个数量词的理解与实验给出的论域(数量范围)关系密切;数量词“几个”比“很多”较早被年幼儿童所理解。其发展特点:四岁至十岁儿童在[0,10],[0,20]范围上,均能较好理解“几个”;六岁以上儿童只能在[0,10]的范围上理解“很多”的词义;四岁儿童则表现出把“很多”与“全部”混同。

关键词: NULL

Abstract: This paper deals with the developmental characteristics of 4 to 10 -year-old children in understanding the numeral-classifier compounds "some" and "many"by the experimental method of studying children's capacity in understanding fuzzy classifiers. The results show that children's capacity in understanding these two numeral-classifier com- pounds is closely related to the given universe of discourse (number field), and that children understand the numeral-classifier compound "some" earlier than "many", which means that the developmental characteristics are as follows: 4 to 10-year-old children can understand "some" well at [0, 10] and [0, 20]; children over 6 can only under- stand the meaning of the word "many" at [0, 10]; and 4-year-old children get confused with the meaning of the words "many" and "whole".

Key words: NULL