| Magnitude representation is mental representation associated with specific quantities,and it is the process by which individuals understand quantitative concepts and its relationships,and it is the basis for mathematical learning.Spontaneous focusing on numerosity refers to the individual’s early tendency to self-cognition of quantitative information in the environment,which can promote the development of its magnitude representation.However,individuals also need to suppress interference from irrelevant stimuli when quantitatively characterizing different interactive materials.At present,the effects of spontaneous focusing on numerosity,cognitive inhibition and element interactivity on magnitude representation are not clear.Therefore,in this study,primary school students were used as participants to investigate the effects of cognitive inhibition and spontaneous focusing on numerosity on magnitude representation of primary school students under the conditions of different element interactivity.Experiment 1 took 136 second-grade primary school students as participants,and adopted a 2(cognitive inhibition)× 2(spontaneous focusing on numerosity)two-factor between-subjects experimental design to investigate the effects of cognitive inhibition and spontaneous focusing on numerosity on the magnitude representation.The results showed that on symbolic magnitude representation,compared with the conditions with cognitive inhibition,the accuracy rate of magnitude representation of primary school students under the condition of no cognitive inhibition was higher,and the response time was shorter.Compared to elementary school students with low spontaneous focusing on numerosity,students with high spontaneous focusing on numerosity have higher accuracy of symbolic magnitude representations and shorter responses.In the non-symbolic magnitude representation,compared with the conditions with cognitive inhibition,the accuracy rate of primary school students without cognitive inhibition was higher and the response time was shorter.There was no significant difference in the accuracy rate between the two groups of high and low spontaneous focusing on numerosity focused elementary school students,and the response of high spontaneous focusing on numerosity was significantly shorter than that of low spontaneous focusing on numerosity.To further investigate whether element interactivity has a moderating effect on the influence of cognitive inhibition and spontaneous focusing on numerosity on magnitude representation,experiment 2 adopted a 2(cognitive inhibition)× 2(spontaneous focusing on numerosity)× 2(element interactivity)three-factor hybrid experimental design with 136 second-grade primary school students as participants.The results showed that for symbolic magnitude representation,the correct rate of elementary school students without cognitive inhibition condition was significantly higher than that in the cognitive inhibition condition in the high element interactivity condition,and there was no significant difference between the correct rate of high and low spontaneous focusing on numerosity of primary school students.Under the condition of low element interactivity,under the condition of no cognitive inhibition,the correct rate of high spontaneous focusing on numerosity on primary school students was significantly higher than that of low spontaneous focusing on numerosity,and under the condition of cognitive inhibition,there was no significant difference between the correct rate of high and low spontaneous focusing on numerosity primary school students.In terms of non-symbolic magnitude representation,under the condition of high element interactivity,the accuracy rate of primary school students under the condition of no cognitive inhibition was significantly higher than that under the condition of cognitive inhibition,and there was no significant difference between the accuracy rate of high and low spontaneous focusing on numerosity of primary school students.Under the condition of low element interactivity,there was no significant difference between the accuracy rate of high and low spontaneous focusing on numerosity on primary school students under the condition of no cognitive inhibition,and the correct rate of high spontaneous focusing on numerosity on primary school students was significantly higher than that low spontaneous focusing on numerosity under the condition of cognitive inhibition.In both symbolic magnitude representation and non-symbolic magnitude representation,element interactivity,cognitive inhibition and spontaneous focusing on numerosity did not have significant interaction on the response time of elementary school students’ magnitude representation.Reviewing the above results,it can be concluded that:(1)The magnitude representation of primary school students without cognitive inhibition is better than that with cognitive inhibition,and the magnitude representation of primary school students with high spontaneous focusing on numerosity is better than that of primary school students with low spontaneous focusing on numerosity,that is,cognitive inhibition and spontaneous focusing on numerosity have a promoting effect on the magnitude representation of primary school students.(2)Element interactivity moderated the effects of cognitive inhibition and spontaneous focusing on numerosity on the accuracy of magnitude representation in elementary school students.Specifically,under the condition of high element interactivity,spontaneous focusing on numerosity had no effect on the magnitude representation of primary school students,and cognitive inhibition had a significant effect on the magnitude representation of primary school students.Under the condition of low element interactivity,when there is no cognitive inhibition,spontaneous focusing on numerosity has an effect on symbolic magnitude representation in primary school students and has no effect on non-symbolic magnitude representation,and when there is cognitive inhibition,spontaneous focusing on numerosity has an effect on non-symbolic magnitude representation in elementary school students,but has no effect on symbolic magnitude representation. |
PDF Full Text Request