Left Digit Effects in Numerical Estimation across Development

Autor/inn/en	Williams, Katherine; Zax, Alexandra; Patalano, Andrea L.; Barth, Hilary
Titel	Left Digit Effects in Numerical Estimation across Development
Quelle	In: Journal of Cognition and Development, 23 (2022) 2, S.188-209 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2021.1984243
Schlagwörter	Number Concepts; Computation; Young Children; Adults; Age Differences; Effect Size; Cognitive Development; Undergraduate Students + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Frühe Kindheit; Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung
Abstract	Number line estimation (NLE) tasks are widely used to investigate numerical cognition, learning, and development, and as an instructional tool. Interpretation of these tasks generally involves an implicit expectation that responses are driven by the overall magnitudes of target numerals, in the sense that the particular digits conveying those magnitudes are unimportant. However, recent evidence shows that numbers with similar magnitudes but different leftmost digits are estimated very differently. For example, "798" is placed systematically much too far to the left of "801" in a 0-1000 NLE task by children aged 7-11 and adults. Here we ask whether this left digit effect generalizes to two-digit numerals in a 0-100 NLE task and whether it emerges in younger children. Children aged 5-8 (Study 1, N = 73), adults (Study 2, N = 44), and children aged 9-11 (Study 3, N = 27) completed a standard 0-100 NLE task on a touchscreen tablet. We observed left digit effects for two-digit numerals in children aged 8-11 and adults, with large effect sizes, demonstrating that these effects generalize to smaller numerical ranges. Left digit effects were not apparent in 5- to 7-year-olds, suggesting that these effects do not emerge at younger ages for smaller, more familiar numerical ranges. We discuss developmental emergence of left digit effects in number line estimation and implications within and beyond the field of cognitive development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01