中文摘要：

整数偏向普遍存在于分数认知中，它指儿童在应用分数知识时，常使用先前形成的有关整数的独立单元计数图式来解释分数的倾向。学者们提出了先天约束假设、未分化量假设和学习的负迁移假设分别从先天和后天角度对其成因做了解释。以往研究常采用纸笔测验或口语报告揭示它的存在，近年来有研究采用了心理数字线假设的相关效应考查了成人的整数偏向，使其研究方法和被试得以扩展。在该领域，今后应在定义、理论解释、研究方法以及教学干预方面加强研究。

英文摘要：

When using fraction knowledge, children often use previously formed single-unit counting scheme to interpret the fractions. This phenomenon named as ＂whole number bias＂ is ubiquitous in fractional cognition. Researchers have explained its genesis from the point of innate and acquired, basing on the hypothesis of innate constraint, undifferentiated amount, and learning account. Most studies used pencil-and-paper test and verbal report to investigate the whole number bias. However, in recent studies mental number line hypothesis appeared as a useful instrument to study adult＇s whole number bias. In this area, there are four chief prospects for the future research： clarifying the concept, exploring the origin of bias, extending the research methods and strengthening interventional research.