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Related Experiment Video

Updated: Feb 14, 2026

A Two-interval Forced-choice Task for Multisensory Comparisons
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Developmental differences in approaches to nonsymbolic comparison tasks.

Sarah Clayton1, Matthew Inglis2, Camilla Gilmore2

  • 11 Department of Health Sciences, University of Leicester, Leicester, UK.

Quarterly Journal of Experimental Psychology (2006)
|February 9, 2018
PubMed
Summary
This summary is machine-generated.

Children often rely on visual cues, not numerical information, in approximate number system (ANS) tasks. This challenges the idea that ANS acuity alone drives math achievement in early development.

Keywords:
Approximate number systemnonsymbolic comparison tasknumerical cognitionvisual cues

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Nonsymbolic comparison tasks are standard for assessing the approximate number system (ANS).
  • Performance on these tasks can be affected by visual stimulus properties, questioning the independence of numerical processing.
  • This raises doubts about whether an ANS truly extracts number information separate from visual features.

Purpose of the Study:

  • To investigate how numerical and visual information contribute to nonsymbolic numerosity judgments in children and adults.
  • To examine individual and developmental differences in the use of numerical versus visual information.
  • To analyze data from 124 children and 120 adults across three studies.

Main Methods:

  • Analysis of accuracy scores from dot comparison tasks.
  • Statistical investigation into the relative contributions of numerical and visual information.
  • Comparison of performance patterns between children and adults.

Main Results:

  • The majority of children, unlike adults, did not prioritize numerical information over visual cues in comparison tasks.
  • This pattern was consistent across different studies and age groups.
  • Adults demonstrated a greater reliance on numerical information compared to visual cues.

Conclusions:

  • Children's performance on nonsymbolic comparison tasks may be explained by visual processing rather than distinct numerical acuity.
  • The findings challenge the assumption that ANS acuity is the primary driver of correlations between dot comparison and math achievement.
  • Further research is needed to understand the developmental trajectory of numerical cognition and its relationship with mathematical skills.