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非正式学习环境中幼儿的自发数量聚焦

本站小编 Free考研考试/2022-01-01

崔爽, 高亚茹, 王阳阳, 黄碧娟, 司继伟()
山东师范大学心理学院, 济南 250358
收稿日期:2020-04-03出版日期:2020-12-15发布日期:2020-10-26
通讯作者:司继伟E-mail:sijiwei1974@126.com

基金资助:国家自然国家自然科学基金面上项目(31971010);教育部人文社会科学规划基金项目(18YJA190014)

Spontaneous focusing on numerosity (SFON) of children in informal learning environment

CUI Shuang, GAO Yaru, WANG Yangyang, HUANG Bijuan, SI Jiwei()
School of Psychology, Shandong Normal University, Jinan 250358, China
Received:2020-04-03Online:2020-12-15Published:2020-10-26
Contact:SI Jiwei E-mail:sijiwei1974@126.com






摘要/Abstract


摘要: 大量从“能力”角度来探讨个体早期数学发展的研究仅专注于儿童早期的数学知识和技能, 而忽略了可能与儿童早期数学能力相关的方面。近年来, 数学认知发展研究者逐渐开始关注自发数量聚焦(Spontaneous focusing on numerosity, SFON), 即个体对环境中数量相关信息自发注意的认知倾向。SFON被视为其他数学聚焦倾向概念的基础, 但与自发数字聚焦(SAN)、自发阿拉伯数字聚焦(SFONS)和自发数量关系聚焦(SFOR)之间的联系仍需进一步明晰。作为数学表现的领域特异预测因子, 个体SFON的发展轨迹和作用机制是当前研究的重点所在。未来可从数学动机、数学焦虑等角度进一步探讨SFON的作用机制, 改良与创新SFON测量工具, 同时需深入推进家庭和学校场合的SFON干预研究。


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