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Number line estimation and standardized test performance: The left digit effect does not predict SAT math score.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Numerical Cognition

Background:

  • Number line estimation (NLE) is a key indicator of mathematical understanding.
  • The left digit effect (LDE) is a recently identified error source in NLE, where numerals with different leading digits are spaced inaccurately.
  • Previous research indicates LDE influences estimation, but its relation to academic skills remains unclear.

Purpose of the Study:

  • To replicate the left digit effect in a new sample of adult college students.
  • To investigate the relationship between the magnitude of the left digit effect and mathematical achievement, as measured by SAT scores.

Main Methods:

  • Adult college students (n=227) who completed a number line estimation task between 2014-2019 with available SAT scores participated.
  • The left digit effect was measured by analyzing the spacing of numerals with similar magnitudes but different leading digits.
  • Correlation analyses were performed between the size of the LDE and SAT Math and Verbal scores.

Main Results:

  • The left digit effect was successfully replicated in the studied sample.
  • The size of the left digit effect was not significantly correlated with SAT Math scores.
  • A negative correlation was observed between the left digit effect and SAT Verbal scores for one version of the NLE task.

Conclusions:

  • Individual digits significantly impact number line estimation performance, reinforcing the LDE.
  • The findings suggest that the cognitive mechanisms underlying the left digit effect may differ from those influencing overall NLE accuracy.
  • The LDE's distinct relationship with verbal scores implies it may predict different cognitive skills than general estimation ability.