Booth Julie L, Siegler Robert S
Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA.
Dev Psychol. 2006 Jan;42(1):189-201. doi: 10.1037/0012-1649.41.6.189.
The authors examined developmental and individual differences in pure numerical estimation, the type of estimation that depends solely on knowledge of numbers. Children between kindergarten and 4th grade were asked to solve 4 types of numerical estimation problems: computational, numerosity, measurement, and number line. In Experiment 1, kindergartners and 1st, 2nd, and 3rd graders were presented problems involving the numbers 0-100; in Experiment 2, 2nd and 4th graders were presented problems involving the numbers 0-1,000. Parallel developmental trends, involving increasing reliance on linear representations of numbers and decreasing reliance on logarithmic ones, emerged across different types of estimation. Consistent individual differences across tasks were also apparent, and all types of estimation skill were positively related to math achievement test scores. Implications for understanding of mathematics learning in general are discussed.
作者研究了纯数字估计中的发展差异和个体差异，纯数字估计是一种仅依赖数字知识的估计类型。研究人员要求幼儿园至四年级的儿童解决4种数字估计问题：计算、数量、测量和数轴问题。在实验1中，向幼儿园儿童以及一、二、三年级学生呈现涉及数字0至100的问题；在实验2中，向二年级和四年级学生呈现涉及数字0至1000的问题。在不同类型的估计中出现了平行的发展趋势，即对数字线性表示的依赖增加，而对对数表示的依赖减少。跨任务的一致个体差异也很明显，并且所有类型的估计技能都与数学成绩测试分数呈正相关。本文还讨论了这些结果对一般数学学习理解的启示。
