Decision Dynamics in Early Numerical Estimation: Evidence from the Dual-NLET and Drift Diffusion Modeling.

Area of Science:

• Developmental Psychology
• Cognitive Science
• Numerical Cognition

Background:

• Number-line estimation is crucial for mathematical development.
• Understanding decision-making processes in children is key to improving math education.
• The evidence-accumulation paradigm offers a framework for studying cognitive processes.

Purpose of the Study:

• To investigate the cognitive mechanisms of decision-making in preschooler number-line estimation.
• To introduce a novel dual-task version of the Number Line Estimation Task (dual-NLET) for diffusion modeling.
• To explore the relationship between numerical abilities and decision-making components.

Main Methods:

• 26 preschoolers completed a traditional Number Line Estimation Task (NLET), Numeracy Screener, and a novel dual-NLET.
• The dual-NLET was designed for two-choice diffusion modeling of decision processes.
• Statistical analyses examined correlations between task performance and numerical abilities.

Main Results:

• Accuracy in the traditional NLET correlated with accuracy and decision efficiency in the dual-NLET.
• Symbolic numerical abilities were associated with decision efficiency.
• Nonsymbolic numerical abilities were associated with decision threshold.

Conclusions:

• Symbolic and nonsymbolic numerical systems play distinct roles in number-line decision-making.
• The evidence-accumulation approach is a valuable tool for developmental numerical cognition research.
• Findings offer insights into how children make numerical estimates and decisions.