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近年来,来自认知发展、比较认知、跨文化认知和神经生物学的研究证据都表明近似数量系统的存在,并且相较于一般认知能力,它更可能是决定个体数学能力差异最为重要的因素。本文综述了有关近似数量系统敏锐度与数学能力相互关系的横断研究、纵向研究、训练研究及认知神经科学的研究成果,分析了影响二者关系的因素,包括个体年龄、数学能力高低、抑制控制等,并总结了多种理论对二者间显著正相关关系的解释。未来研究需要在确定更具信效度的测量范式的基础上探讨近似数量系统敏锐度与数学能力各维度的关系,以及这种相互关系背后的原因,并将研究结论运用于数学教学及计算障碍个体的干预。
In recent years, research evidence from cognitive development, comparative cognition, cross-cultural cognition, and neurobiology has shown the existence of an approximate number of systems and is more likely to determine the individual’s mathematical ability to be the most differentiated than the general cognitive ability Important factor. In this paper, we summarize the results of the cross-sectional studies, longitudinal studies, training studies and cognitive neurosciences on the correlation between the acuity and the mathematical abilities of approximate quantitative systems, and analyze the factors influencing the relationship between the two, including the individual’s age, ability of math, Control, etc., and summed up a variety of theories to explain the significant positive correlation between the two. Future research needs to explore the relationship between the approximate quantity system acumen and all dimensions of mathematical ability based on the determination of a more trustworthy measurement paradigm, and the reasons behind the interrelationship, and apply the findings to maths teaching and computational disability Individual interventions.