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 Al > A2) with respect to another quantity B (where B1 = B2 or B1 B2. 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. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

---

知觉流畅性对小学生克服More A-More B直觉规则干扰的影响.

More A–More B直觉法则近年来成为数学教育领域的研究热点。More A–More B 的直觉法则常常反映在学生对比较任务的反应中。在此类任务中，要求学生将在某个显着量 A（其中 Al > A2）上不同的 2 个物体与另一个量 B（其中 B1 = B2 或 B1 B2）进行比较。在一系列 4 个实验中，本研究在周边比较任务中考察了More A-More B直觉规则的普遍适用性以及知觉流畅性对克服该规则干扰的影响。实验1考察了感知流畅性对克服该规则干扰的影响。小学生的更多 A-更多 B 直觉规则（3-6 年级；N = 123) 在周边比较任务中。结果表明，3-6 年级学生在解决任务时受到更多 A-更多 B 直觉规则的干扰，尤其是在 3 年级学生中。实验2、3、4采用不同的实验范式和不同的操作方法，探讨了感知流畅性对三年级学生克服More A-More B直觉规则干扰的影响。首先进行了一项试点实验（实验 2；N = 40），以测试感知流畅性操纵的有效性。实验 3 (N = 70) 使用被试间设计来检查感知流畅性对通过操纵形状的清晰度来克服 More A–More B 直觉规则的干扰的影响。控制个体差异，实验 4 (N = 27) 使用主体内设计，通过以高图形背景对比度或低图形呈现形状来进一步检查感知流畅性对克服 More A–More B 直觉规则干扰的影响-地面对比。实验 3 和 4 的结果一致表明，在较低的感知流畅性条件下，参与者受到更多 A-更多 B 直觉规则的干扰显着减少。总之，这些研究为感知流畅性操作的有效性提供了证据，以克服 More A–More B 直觉规则的干扰。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）实验 3 和 4 的结果一致表明，在较低的感知流畅性条件下，参与者受到更多 A-更多 B 直觉规则的干扰显着减少。总之，这些研究为感知流畅性操作的有效性提供了证据，以克服 More A–More B 直觉规则的干扰。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）实验 3 和 4 的结果一致表明，在较低的感知流畅性条件下，参与者受到更多 A-更多 B 直觉规则的干扰显着减少。总之，这些研究为感知流畅性操作的有效性提供了证据，以克服 More A–More B 直觉规则的干扰。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）