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How feedback improves children's numerical estimation.

Hilary Barth1, Emily Slusser2,3, Shipra Kanjlia2,4

  • 1Department of Psychology, Wesleyan University, 207 High St, Middletown, CT, 06459, USA. hbarth@wesleyan.edu.

Psychonomic Bulletin & Review
|December 16, 2015
PubMed
Summary
This summary is machine-generated.

Children

Keywords:
Cognitive developmentMathematical cognition

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Educational Psychology

Background:

  • Children's number-line estimation is believed to reflect a shift in numerical representation from logarithmic to linear.
  • Previous research suggests rapid changes in estimation with feedback support this representational shift hypothesis.
  • Alternative models, such as proportion judgment, may also explain these estimation patterns and feedback effects.

Purpose of the Study:

  • To test whether corrective feedback provides reference points or induces a representational shift in children's number-line estimation.
  • To evaluate the explanatory power of proportion judgment models versus representational shift theories.
  • To investigate the nature of cognitive change in numerical representation following feedback.

Main Methods:

  • A number-line feedback study was conducted with 117 second-grade children.
  • Children's number-line estimation patterns were analyzed.
  • Data were compared against predictions from proportion judgment frameworks and representational shift hypotheses.

Main Results:

  • The proportion-judgment framework effectively accounted for individual differences in estimation patterns.
  • Feedback effects aligned with the quantitative predictions of the proportion-judgment model.
  • No evidence was found supporting a rapid, broad representational shift in mental number representations.

Conclusions:

  • Corrective feedback likely enhances number-line estimation by providing reference points, not by altering fundamental mental representations.
  • Proportion judgment models offer a more parsimonious explanation for children's estimation development and feedback effects.
  • Cognitive change in numerical representation may not occur rapidly at the level of entire mental representations.