文献类型：期刊文献

英文题名：The Effect of Perceptual Fluency on Overcoming the Interference of the More A-More B Intuitive Rule Among Primary School Students

作者：Liu, Ying[1];Liu, Ru-De[2];Star, Jon[3];Wang, Jia[4];Zhen, Rui[5];Tong, Huimin[6]

第一作者：Liu, Ying

通讯作者：Liu, RD[1]

机构：[1]Hebei Normal Univ, Sch Educ, Shijiazhuang, Hebei, Peoples R China;[2]Beijing Normal Univ, Sch Psychol, Beijing Key Lab Appl Expt Psydiol, Beijing 100875, Peoples R China;[3]Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA;[4]Beijing Union Univ, Teachers Coll, Beijing, Peoples R China;[5]Hangzhou Normal Univ, Inst Psychol Sci, Hangzhou, Zhejiang, Peoples R China;[6]Wan Quan Primary Sch, Moral Educ Dept, Chenzhou, Hunan, Peoples R China

第一机构：Hebei Normal Univ, Sch Educ, Shijiazhuang, Hebei, Peoples R China

通讯机构：[1]corresponding author), Beijing Normal Univ, Sch Psychol, Beijing Key Lab Appl Expt Psydiol, Beijing 100875, Peoples R China.

年份：2020

卷号：112

期号：5

起止页码：907-921

外文期刊名：JOURNAL OF EDUCATIONAL PSYCHOLOGY

收录：;Scopus(收录号：2-s2.0-85071626480);WOS:【SSCI(收录号:WOS:000546636800004)】；

基金：This study was supported by the Hebei Normal University 2017 Humanities and Social Sciences Research Fund (S2017B17).

语种：英文

外文关键词：More A-More B intuitive rule; perceptual fluency; perimeter comparison task; primary school students

摘要：The More A-More B intuitive rule has become a research hotspot in the field of mathematical education in recent years. The intuitive rule of More A-More B is often reflected in students' responses to comparison tasks. In such tasks, students are asked to compare 2 objects that differ in a certain salient quantity A (where A(1) > A(2)) with respect to another quantity B (where B-1 = B-2 or B-1 < B-2). Despite the fact that many students have the knowledge and skills needed to solve these tasks correctly, they tend to intuitively yet incorrectly argue that B-1 > B-2. In a series of 4 experiments, the present study examined the general applicability of the More A-More B intuitive rule and the impact of perceptual fluency on overcoming the interference of this rule among Chinese primary school students in a perimeter comparison task. Experiment 1 examined the characteristics and developmental patterns of the interference of the More A-More B intuitive rule among primary school students (Grades 3- 6; N = 123) in a perimeter comparison task. The results demonstrated that Grade 3- 6 students were interfered by the More A-More B intuitive rule while solving the task, especially among Grade 3 students. Experiments 2, 3, and 4 explored the influence of perceptual fluency on overcoming the interference of the More A-More B intuitive rule among Grade 3 students by using different experimental paradigms and different manipulation methods. A pilot experiment (Experiment 2; N = 40) was first conducted to test the validity of the manipulation of perceptual fluency. Experiment 3 (N = 70) used a between-subjects design to examine the impact of perceptual fluency on overcoming the interference of the More A-More B intuitive rule by manipulating the clarity of shapes. Controlling for individual differences, Experiment 4 (N = 27) used a within-subject design to further examine the impact of perceptual fluency on overcoming the interference of the More A-More B intuitive rule by presenting shapes either in a high figure-ground contrast or in a low figure-ground contrast. The results of Experiments 3 and 4 consistently showed that participants were significantly less interfered by the More A-More B intuitive rule under the lower perceptual fluency condition. In conclusion, these studies provide evidence for the effectiveness of a perceptual fluency manipulation to overcome the interference of the More A-More B intuitive rule.