Investigating how operational momentum effect is formed and moderated by developmental factors is critical in understanding the underlying mechanism of arithmetic computation. Early arithmetic is fundamental to acquisition of complex mathematical concepts and advanced arithmetic operations. When performing arithmetic operations, individuals tend to overestimate outcomes in addition and underestimate outcomes in subtraction, such estimation bias is called operational momentum (OM) effect, which includes three main theoretical accounts (i.e., attentional shift account, heuristic account, compression account). Though many studies using various experimental designs have demonstrated the OM effect in adults, it remained puzzled in development as findings in children have shown inconsistent findings. The present review discussed the trajectories and influencing factors of OM effect in early development. Future directions in the developmental field should investigate: 1) the developmental trajectory of OM through integrating multiple paradigms; 2) the role of Approximate Number System plays in the onset and development of OM; 3) generalizability of OM in complex arithmetic or even algebraic operations; 4) the joint effect of various factors (e.g., mathematical abilities and spatial attention) on OM; and 5) intervention for operational bias.

了解运算偏差的形成与发展对探索算数运算系统的内在机制具有重要意义,早期的算数运算能力是儿童理解和进行复杂数学运算的基础。运算动量偏差是指个体在进行基本数学运算时倾向于高估加法运算结果而低估减法运算结果的一种运算偏差,主要包括三种理论解释,即注意转移假说、启发式解释和压缩解释。鉴于运算动量效应在成年群体中相对稳定却在不同发展阶段儿童中存在不一致的证据,数学能力的提高与空间注意的成熟可结合不同的理论解释来阐明儿童发展过程中运算动量效应的变化趋势。未来可以进一步整合多种研究任务以揭示运算动量效应的发展轨迹,考察数量表征系统与运算动量效应间的关联,探究运算动量效应在不同运算符号中的稳定性,探讨不同因素共同作用对运算动量效应的影响,并设计有关数学能力的干预措施以减少运算动量效应这一运算偏差。

国家自然科学基金青年项目(32000756);; 上海市教育委员会科研创新计划重大项目(2019-01-07-00-02-E00005);; 上海师范大学学术创新团队建设计划