| On the basis of the literature review of previous studies about anchoring effect and numericalestimation, this study mainly discusses in traditional anchoring paradigm and basic anchoring paradigm,different anchor values and different task types have impact on the measurement estimation capacity ofgrades four, six and eight, and compared the development characteristics of students’ measurementestimation capacity under different levels of difficulty.Using the literature method, interview method, experimental method and other methodscomprehensively and the self-designed measurement estimation task, this dissertation selected120studentsamong grade four, grade six and grade eight as the subjects to study. The positivistic portion of thedissertation includes two parts: experiment1uses traditional anchoring paradigm, we employed a mixeddesign of three factors, i.e.2(anchor value style: high anchor value, low anchor value)×3(grade: four grade,six grade, eight grade)×2(task type: length, area) under the traditional anchoring paradigm，and furtherinvestigated the impact of different levels to the measurement estimation in different anchor values anddifferent tasks; In experiment2we use the same design as experiment1under basic anchoring paradigm.The study has obtained the following main conclusions.(1) Anchoring effects exist in grade four, grade six and grade eight students’ measurementestimation, the high anchor value causes the higher measurement estimation number and the low anchorvalue causes the lower estimation number.(2) Grade four, grade six and grade eight students’ measurement estimation capacity has thesignificant difference among different grades. With the growth of grade, the reaction time of measurementestimation becomes shorter, and the percentage error of measurement estimation becomes lower.(3) Grade four, grade six and grade eight students’ measurement estimation capacity has thesignificant difference among different task types. In traditional anchoring paradigm and basic anchoringparadigm, the reaction time of area measurement estimation is significantly longer than that of lengthmeasurement estimation. In the traditional anchoring paradigm, the percentage error of length measurement estimation of the high anchor value is significantly higher than the percentage error of area measurementestimation; the percentage error of area measurement estimation of the low anchor value is significantlyhigher than the percentage error of length measurement estimation. In basic anchoring paradigm, thepercentage error of area measurement estimation is significantly higher than the percentage error of lengthmeasurement estimation.(4) There are significant differences among the different levels of task difficulty about themeasurement estimation capacity of grade four, grade six and grade eight students, the reaction time ofcomplex level is longer than that of simple level, the percentage error of complex level is lager than that ofsimple level.(5) Grade four, grade six and grade eight students’ measurement estimation has significantdifference in traditional anchoring paradigm and basic anchoring paradigm, the former is superior to thelatter. |
