Gao Tian-Ge, Li Meng-Xia, Zhang Rui, Xu Qiang, Qiao Fu-Qiang
School of Education and Psychology, University of Jinan, Jinan, 250000, Shandong, China.
Institute of Children's Development and Education, Huzhou University, Huzhou, 313000, China.
Psychol Res. 2025 Apr 19;89(3):92. doi: 10.1007/s00426-025-02111-6.
This study aimed to compare the development and sensory channel feedback effects in number line estimation between children in grades 2 and 4 through two experiments, using both bounded number line estimation (BNLE) tasks and unbounded number line estimation (UNLE) tasks, respectively. Both Experiment 1 and Experiment 2 employed a mixed design of 2 (Grade: Grade 2, Grade 4) × 3 (Feedback Channel: visual feedback, auditory feedback, audio-visual feedback) × 2 (Scale: small, 0-100; large, 0-1000). Grade and feedback channel were between-subjects factors, while scale was a within-subjects factor. The results showed that in the BNLE tasks, children in both grades demonstrate the ability to estimate numbers within the linear representation stage, with grade 2 estimating numbers on the range of 0-100, while grade 4 extends this to the range of 0-1000. However, children in grade 2 are still undergoing the transformation from logarithmic-linear representation to the range of 0-1000 in their number estimation. In the UNLE tasks, grade 4 children showed greater linear model explanatory power within the range of 0-10 and no significant difference in the range of 10-30. Grade 2 children lacked significant linear or logarithmic representation characteristics, suggesting a potential transition phase. Auditory feedback enhanced BNLE task performance, while visual feedback improved UNLE task performance. The findings indicate that primary school children tend to shift from logarithmic to linear representation in both tasks, with higher BNLE task accuracy. Feedback proves beneficial in enhancing estimation accuracy in both types of NLE tasks, and distinctive feedback channel effects emerge in BNLE and UNLE tasks due to the varying strategies employed by children in each task.
本研究旨在通过两项实验，分别使用有界数轴估计（BNLE）任务和无界数轴估计（UNLE）任务，比较二年级和四年级儿童在数轴估计中的发展情况和感觉通道反馈效应。实验1和实验2均采用2（年级：二年级、四年级）×3（反馈通道：视觉反馈、听觉反馈、视听反馈）×2（量表：小，0 - 100；大，0 - 1000）的混合设计。年级和反馈通道为组间因素，而量表为组内因素。结果表明，在BNLE任务中，两个年级的儿童在数字线性表征阶段均表现出数字估计能力，二年级儿童估计0 - 100范围内的数字，而四年级儿童将其扩展到0 - 1000范围。然而，二年级儿童在数字估计中仍处于从对数-线性表征向0 - 1000范围转变的过程。在UNLE任务中，四年级儿童在0 - 10范围内表现出更大的线性模型解释力，在10 - 30范围内无显著差异。二年级儿童缺乏显著的线性或对数表征特征，表明处于潜在的过渡阶段。听觉反馈提高了BNLE任务的表现，而视觉反馈改善了UNLE任务的表现。研究结果表明，小学生在这两项任务中都倾向于从对数表征向线性表征转变，BNLE任务的准确性更高。反馈被证明有助于提高两种类型的NLE任务的估计准确性，并且由于儿童在每项任务中采用的策略不同,在BNLE和UNLE任务中出现了独特的反馈通道效应。
