NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1006913
Record Type: Journal
Publication Date: 2013-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 72
ISBN: N/A
ISSN: ISSN-0096-3445
Developmental Change in Numerical Estimation
Slusser, Emily B.; Santiago, Rachel T.; Barth, Hilary C.
Journal of Experimental Psychology: General, v142 n1 p193-208 Feb 2013
Mental representations of numerical magnitude are commonly thought to undergo discontinuous change over development in the form of a "representational shift." This idea stems from an apparent categorical shift from logarithmic to linear patterns of numerical estimation on tasks that involve translating between numerical magnitudes and spatial positions (such as number-line estimation). However, the observed patterns of performance are broadly consistent with a fundamentally different view, based on psychophysical modeling of proportion estimation, that explains the data without appealing to discontinuous change in mental representations of numerical magnitude. The present study assessed these 2 theories' abilities to account for the development of numerical estimation in 5- through 10-year-olds. The proportional account explained estimation patterns better than the logarithmic-to-linear-shift account for all age groups, at both group and individual levels. These findings contribute to our understanding of the nature and development of the mental representation of number and have more general implications for theories of cognitive developmental change. (Contains 5 figures and 8 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut
IES Funded: Yes
Grant or Contract Numbers: R305H020060