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Intuitive proportion judgment in number-line estimation: Converging evidence from multiple tasks.

Emily Slusser1, Hilary Barth2

  • 1Department of Child and Adolescent Development, San Jose State University, San Jose, CA 95192, USA.

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Summary
This summary is machine-generated.

Children

Keywords:
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Area of Science:

  • Cognitive Development
  • Numerical Cognition
  • Developmental Psychology

Background:

  • Understanding numerical magnitudes is crucial for mathematical ability.
  • Debate exists on whether developmental changes in number representation or proportion estimation explain children's numerical understanding.

Purpose of the Study:

  • To investigate developmental changes in children's and adults' numerical magnitude understanding.
  • To differentiate between mental representation shifts and proportion estimation models in explaining performance on number-line tasks.

Main Methods:

  • Examined performance of children (n=71) and adults (n=27) on two number-line tasks: number-to-position (NP) and position-to-number (PN).
  • Analyzed estimation patterns in relation to psychophysical models of proportion estimation.

Main Results:

  • Performance on both NP and PN tasks aligned with the proportion estimation account.
  • Results did not support the hypothesis of a fundamental shift in mental representations underlying developmental changes in numerical estimation.
  • Evidence across tasks questions the validity of bounded number-line tasks for assessing mental number representations.

Conclusions:

  • Developmental changes in numerical estimation are better explained by proportion estimation models than by shifts in mental representations.
  • The findings challenge existing theories on the nature of numerical development and mathematical ability.
  • The utility of bounded number-line tasks for evaluating mental representations of number is questioned.