) 1珠海中山大学附属小学, 珠海 519031
2中山大学心理学系, 广州 510006
收稿日期:2021-02-08发布日期:2021-10-26通讯作者:牟毅E-mail:mouyi5@mail.sysu.edu.cn基金资助:广东省基础与应用基础研究基金(2021A1515010738);广东省哲学社会科学规划一般项目(GD19CXL04);认知神经科学与学习国家重点实验室开放课题基金(CNYB1804)The relation between non-symbolic magnitude representation and symbolic fraction representation
MAO Huomin1, LIU Qin2, LÜ Jianxiang2, MOU Yi2() 1Zhu Hai Primary School attached to Sun Yat-sen University, Zhuhai 519031, China
2Department of Psychology, Sun Yat-sen University, Guangzhou 510006, China
Received:2021-02-08Published:2021-10-26Contact:MOU Yi E-mail:mouyi5@mail.sysu.edu.cn摘要/Abstract
摘要： 个体学习符号分数的一个关键是能对其数值形成准确表征。现有研究假设符号分数表征的认知基础是人类自婴幼儿期就具有的非符号数量表征(如表征两个集合各自的数量, 或两个数量的比例)。其证据包括表征非符号数量(尤其是非符号数量比例关系)和表征符号分数在行为和大脑神经活动层面上都表现出相关性。然而要说明非符号数量表征是符号分数表征的认知基础, 还需更多研究表明两者在数量概念上的独特相关和因果联系, 并阐明符号分数表征形成的认知机制。
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