More linear than log? Non-symbolic number-line estimation in 3- to 5-year-old children.

ABSTRACT: The number-line estimation task has become one of the most important methods in numerical cognition research. Originally applied as a direct measure of spatial number representation, it became also informative regarding various other aspects of number processing and associated strategies. However, most of this work and associated conclusions concerns processing numbers in a symbolic format, by school children and older subjects. Symbolic number system is formally taught and trained at school, and its basic mathematical properties (e.g., equidistance, ordinality) can easily be transferred into a spatial format of an oriented number line. This triggers the question on basic characteristics of number line estimation before children get fully familiar with the symbolic number system, i.e., whe

SUBMITTER: Haman M 

PROVIDER: S-EPMC9659870 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature