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Area of Science:

  • Cognitive Development
  • Numerical Cognition
  • Spatial Reasoning

Background:

  • Children's understanding of numerical concepts is often studied using number lines.
  • The extent to which children spontaneously represent spatial-numeric information in non-numerical contexts is less understood.

Purpose of the Study:

  • To investigate if children represent spatial-numeric features in a task without printed numbers.
  • To assess a novel 'page finder' task as a measure of children's magnitude knowledge.

Main Methods:

  • Sixty first-grade students completed a page finder task in a 100-page book and a 0-100 number line estimation task.
  • Estimates were analyzed using the Percent Absolute Error (PAE) formula.
  • Numerical knowledge was assessed via numeral identification, magnitude comparison, and counting on.

Main Results:

  • Children's performance on the page finder task correlated with their number line estimation accuracy.
  • Number line PAE predicted page finder PAE, even when controlling for age and other numerical skills.
  • The page finder task showed no correlation with numeral identification or counting on, suggesting it measures magnitude knowledge.

Conclusions:

  • The novel page finder task is a valid measure of children's magnitude knowledge.
  • Books possess spatial-numeric affordances comparable to number lines and numeric board games.
  • Children appear to possess an innate ability to represent spatial-numeric information.