Number Representations Drive Number-Line Estimates

Autor/inn/en	Yuan, Lei; Prather, Richard; Mix, Kelly S.; Smith, Linda B.
Titel	Number Representations Drive Number-Line Estimates
Quelle	In: Child Development, 91 (2020) 4, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yuan, Lei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13333
Schlagwörter	Number Concepts; Numbers; Young Children; Visual Stimuli; Mathematical Logic; Computation + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Zahlenraum; Frühe Kindheit; Mathematical logics; Mathematische Logik
Abstract	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. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01