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Number Representations Drive Number‐Line Estimates
Author(s) -
Yuan Lei,
Prather Richard,
Mix Kelly S.,
Smith Linda B.
Publication year - 2019
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13333
Subject(s) - number line , task (project management) , numerical cognition , representation (politics) , perception , line (geometry) , scaling , mental representation , psychology , arithmetic , cognitive psychology , computer science , mathematics , cognition , mathematics education , management , geometry , neuroscience , politics , political science , law , economics
The number‐line task has been extensively used to study the mental representation of numbers in children. However, studies suggest that proportional reasoning provides a better account of children’s performance. Ninety 4‐ to 6‐year‐olds were given a number‐line task with symbolic numbers, with clustered dot arrays that resembled a perceptual scaling task, or with spread‐out dot arrays that involved numerical estimation. Children performed well with clustered dot arrays, but poorly with symbolic numbers and spread‐out dot arrays. Performances with symbolic numbers and spread‐out dot arrays were highly correlated and were related to counting skill; neither was true for clustered dot arrays. Overall, results provide evidence for the role of mental representation of numbers in the symbolic number‐line task.