Canobi Katherine H
Department of Psychology, University of Melbourne, Melbourne, Vic. 3010, Australia.
J Exp Child Psychol. 2009 Feb;102(2):131-49. doi: 10.1016/j.jecp.2008.07.008. Epub 2008 Sep 21.
A 3-week problem-solving practice phase was used to investigate concept-procedure interactions in children's addition and subtraction. A total of 72 7- and 8-year-olds completed a pretest and posttest in which their accuracy and procedures on randomly ordered problems were recorded along with their reports of using concept-based relations in problem solving and their conceptual explanations. The results revealed that conceptual sequencing of practice problems enhances children's ability to extend their procedural learning to new unpracticed problems. They also showed that well-structured procedural practice leads to improvement in children's ability to verbalize key concepts. Moreover, children's conceptual advances were predicted by their initial procedural skills. These results support an iterative account of the development of basic concepts and key skills in children's addition and subtraction.
一个为期3周的问题解决练习阶段被用于研究儿童加减法中概念与程序的相互作用。共有72名7岁和8岁的儿童完成了一项前测和后测，其中记录了他们在随机排序问题上的准确性和解题程序，以及他们在解决问题时使用基于概念的关系的报告和概念性解释。结果显示，练习问题的概念性排序提高了儿童将其程序性学习扩展到未练习过的新问题的能力。结果还表明，结构良好的程序性练习能提高儿童表达关键概念的能力。此外，儿童的概念进步可由他们最初的程序性技能预测。这些结果支持了对儿童加减法中基本概念和关键技能发展的迭代解释。
