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以小学三到六年级学生117人作为被试,采用非符号性分数材料探讨小学生的分数表征方式,以确定他们能否表征分数值。以心理数字线假设为理论基础,分析被试完成分数比较任务的距离效应和反应编码中的“空间—数字关联”效应(SNARC效应)。结果表明:小学三到六年级学生能够对分数进行整体表征,并且表征效率随年级上升而显著提高。至少从三年级开始,小学生已能够根据分数的值,按从小到大的顺序自左至右地将分数表征在心理数字线上。
A total of 117 primary third- and sixth-graders students were used as subjects. The non-symbolic scores were used to explore the elementary students’ score representation to determine if they could represent the scores. Based on the hypothesis of psychological digit line, this paper analyzes the “space-number correlation” effect (SNARC effect) in the distance effect and response code of the subjects who completed the fractional comparison task. The results show that the third and sixth graders in primary schools are able to characterize the scores as a whole, and the efficiency of characterization increases significantly with the grade. At least from the third grade, pupils have been able to characterize the scores on the mental number line from left to right in descending order of scores.