摘要
乘法等值问题认知策略随被试年龄增长呈显著变化，且正误兼具的多重认知策略的共时激活及使用，可作为判定等值概念获得的学习的过渡状态的指标。我国小学２年级学生处于乘法等值概念获得的过渡状态。
The cognitive strategies of the questions of the multiplication equivalence changes significant-ly with the growth of subjects' ages:The concurrent activation of the correct-to-incorrect multiple hypothesis and their uses can be regarded as the psychological indexes of the transient state of the equivalence concept acquisition of learning. The second primary school children are in the transient state of me acquisition of the multipication equivalence in our country.
出处
《西北师范大学学报（自然科学版）》
CAS
1996年第2期94-97,共4页
Journal of Northwest Normal University(Natural Science)
关键词
乘法等值概念
认知策略
过渡状态
学习心理学
concept of the multiplication equivalence
cognitive strategy
learning
transient state
primary school
