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Numerical estimation in preschoolers.

Ilaria Berteletti1, Daniela Lucangeli, Manuela Piazza

  • 1Center for Cognitive Science and Dipartimento di Psicologia dello Sviluppo e della Socializzazione, University of Padova, Padova, Italy.

Developmental Psychology
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Area of Science:

  • Cognitive Development
  • Numerical Cognition
  • Developmental Psychology

Background:

  • Children's early number sense relies on an approximate number system (ANS) with logarithmic properties.
  • School-age children transition from logarithmic to linear number representations during estimation tasks.

Purpose of the Study:

  • To investigate the development of numerical estimation in preschoolers (3.5- to 6.5-year-olds).
  • To examine how number line tasks influence the shift from logarithmic to linear representations.

Main Methods:

  • Children aged 3.5- to 6.5-years-old completed numerical estimation tasks on 0-100, 1-10, and 1-20 number lines.
  • Analysis focused on the developmental trajectory of logarithmic versus linear representations in numerical estimation.

Main Results:

  • Preschoolers showed a shift from logarithmic to linear estimates in the small number range (1-10, 1-20).
  • On the larger number line (0-100), estimates became more accurate but remained increasingly logarithmic.
  • Estimation accuracy correlated with Arabic numeral knowledge and numerical order.

Conclusions:

  • Numerical estimation development begins with a logarithmic coding inherent to the approximate number system.
  • Acquisition of cultural number practices, like learning numerals, shapes and refines these logarithmic representations into more linear ones.