Abstract：
Semantic alignment refers to the cognitive tendency that people always seek for the matching of semantic relations between mathematical cognition and objects in specific situations. In developing individuals, language ability and mathematical ability are in the development stage, and the development of semantic consistency is more helpful to reveal the relationship between the two. From the perspective of semantic alignment, this study aims to explore the age-related difference in the effects of semantic relationship on arithmetic operations. Sixty-two children and 62 adults were recruited to perform an arithmetical verification task. The results showed that: (1) Compared with children, adults had shorter response times and higher accuracy in mathematical operations. (2) Both adults and children showed longer response times in division condition than that in addition condition. (3) Children are more affected by semantic alignment than adults in addition. (4) For addition operation, participants performed better under semantic consistent condition than under semantic inconsistent condition, but the opposite result was found for division operation. It indicated that semantic consistently promoted the addition operation and semantic inconsistently promoted the division operation. This suggests that teachers should pay attention to integrating mathematical conceptual knowledge and language context in future educational practice.
摘要：
语义对齐是指人们在特定情境下总是寻求数学认知与对象之间语义关系的匹配的认知倾向。在发展中的个人，语言能力和数学能力处于发展阶段，语义一致性的发展更有助于揭示两者之间的关系。从语义对齐的角度来看，本研究旨在探讨语义关系对算术运算影响的年龄差异。招募了62名儿童和62名成年人来执行算术验证任务。结果表明:(1)与儿童相比,成年人的反应时间较短,数学运算的准确度较高.（2）成人和儿童在分区条件下的响应时间均长于附加条件。(3)儿童比成人受语义对齐的影响更大。(4)对于加法操作，参与者在语义一致条件下比在语义不一致条件下表现更好，但是对于除法操作发现了相反的结果。这表明语义一致促进了加法操作，语义不一致促进了分割操作。这表明教师在未来的教育实践中应注意数学概念知识和语言语境的整合。
