The Symmetry Of Bidirectional Mapping Of Non-symbolic And Symbolic Number Systems In Preschool Children Aged 5-6 Years Old

Mapping is an important way for children to understand numerical information,and it is the ability to establish a correspondence between symbolic and non-symbolic quantitative information.The mapping is bidirectional.According to the different representation information,it can be divided into the mapping from non-symbolic number system(NSNS)to symbol number system(SNS)(referred to as NSNS→SNS mapping)and the mapping from symbol number system(SNS)to non-symbolic number system(NSNS)(referred to as SNS→NSNS mapping).At present,a large number of studies have examined the bidirectional mapping process,and have diverged on the issue of whether the bidirectional mapping is symmetrical.In order to solve this disagreement,recent researchers have proposed that bidirectional mapping is asymmetric from the substantive significance of bidirectional mapping.Specifically,the SNS→NSNS mapping is a process in which individuals acquire the meaning of the number of symbols,while the NSNS→SNS mapping is a process of quantitative abstraction.The different nature of the two determines that the two have different development order and connection strength.However,the confirmation of this view needs to be realized by examining preschool children who have just begun to learn the numerical meaning represented by symbolic numbers.At present,no research has directly examined the symmetry of preschool children ’s bidirectional mapping.In addition,previous studies have used explicit methods to examine the symmetry of bidirectional mapping,and have not examined the symmetry of bidirectional mapping under implicit automatic association conditions.On this basis,design and implementation of the two experiments,this study aims to from two angles,recessive and dominant that delve into 5～6 years old preschool children bidirectional mapping symmetry.(1)experiment 1 makes up the defect of the previous research methods,expand the scale,control the number of symbols of randomness.Examines the quantity production task and the number of perception tasks children in numerical subjective estimate within the range of 1～9;(2)the experiment 2 used sequence startup tasks,innovation in further examined from the Angle of implicit preschool children in automatic connection state bidirectional mapping of symmetry.The results showed that:(1)5～6 years old children have been can be within the scope of the value of 1～9 for bidirectional mapping,and the two maps direction in bias and accuracy.This shows that the 5～6 years old preschool children bidirectional mapping is asymmetric,NSNS→SNS mapping accuracy higher than that of SNS-NSNS mapping.(2)preschoolers NSNS→SNS mapping direction exists negative priming effect,and SNS→NSNS mapping direction does not exist on the priming effect.Once again showed that 5～6 years old preschool children bidirectional mapping is asymmetric,the differences of the connection strength,two mapping direction NSNS and SNS,NSNS→SNS mapping in the coupling strength is significantly higher than in the connection strength of SNS→NSNS mapping.In conclusion,this study examines the 5～6 years old preschool children for the first time asymmetry of bidirectional mapping,has been clear about the 5～6 preschool children bidirectional mapping deviation and estimate accuracy differences,NSNS→SNS mapping accuracy higher than that of SNS→NSNS mapping.And on this basis,further confirmed again by means of recessive pre-school children bidirectional mapping of the connection strength differences,in the direction of NSNS→SNS mapping,NSNS and SNS connection strength is higher,the 5～6 years old children the development of NSNS→SNS mapping ahead of SNS→NSNS mapping development.Therefore,this study shows that preschool children aged 5～6 can automatically establish the connection between non-symbolic number and symbolic number within a certain numerical range(1～9),and there are differences in development and connection strength between the two mapping directions,that is,the asymmetry of bidirectional mapping.It enriches the research results in the field of bidirectional mapping of preschool children,and provides more scientific guidance suggestions and curriculum plans for the intervention of preschool children ’s quantitative ability.