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Related Experiment Video

Updated: Jul 18, 2026

Area-based Image Analysis Algorithm for Quantification of Macrophage-fibroblast Cocultures

Area-based Image Analysis Algorithm for Quantification of Macrophage-fibroblast Cocultures

Published on: February 15, 2022

Sometimes area counts more than number.

Felicia Hurewitz¹, Rochel Gelman, Brian Schnitzer

¹Deptartment of Linguistics, University of Delaware, Newark, DE 19716, USA. fel@udel.edu

Proceedings of the National Academy of Sciences of the United States of America

|December 13, 2006

Summary

Adults automatically judge numerical and area quantities, but interference occurs between these judgments. These findings suggest young children may not fundamentally differ from adults in quantity processing.

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Area of Science:

Cognitive Psychology
Developmental Psychology
Numerical Cognition

Background:

Understanding quantity representation in adults is crucial for interpreting developmental studies.
Previous research has explored how children process discrete versus continuous quantities.

Purpose of the Study:

To investigate the automaticity and interference effects in adults' judgments of numerical and area quantities.
To re-evaluate conclusions drawn from infant and preschooler studies on quantity representation.

Main Methods:

Employed an interference paradigm across three experiments using arrays of dots/circles.
Manipulated variations in size and number within and between arrays.
Assessed order judgments of numerical, size, and area quantities.

Main Results:

Adults' quantity judgments are spontaneous but vary in speed and accuracy.
Interference occurred between discrete (number) and continuous (area) dimensions in both directions.
Continuous-to-discrete interference was stronger than discrete-to-continuous.

Conclusions:

Adults' performance does not support claims that young children inherently struggle with discrete quantity.
Attentional hierarchies and processing speeds in children require further investigation.
It is premature to conclude fundamental differences in quantity processing between children and adults.