Compression Is Evident in Children's Unbounded and Bounded Numerical Estimation: Reply to Cohen and Ray (2020)

Autor/inn/en	Kim, Dan; Opfer, John E.
Titel	Compression Is Evident in Children's Unbounded and Bounded Numerical Estimation: Reply to Cohen and Ray (2020)
Quelle	In: Developmental Psychology, 56 (2020) 4, S.853-860 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Dan) ORCID (Opfer, John E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000886
Schlagwörter	Computation; Cognitive Development; Numbers; Cognitive Processes; Children; Individual Differences; Correlation + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Zahlenraum; Cognitive process; Kognitiver Prozess; Child; Kind; Kinder; Individueller Unterschied; Korrelation
Abstract	Kim and Opfer (2017) found that number-line estimates increased approximately logarithmically with number when an upper bound (e.g., 100 or 1000) was explicitly marked (bounded condition) and when no upper bound was marked (unbounded condition). Using procedural suggestions from Cohen and Ray (2020), we examined whether this logarithmicity might come from restrictions on the response space provided. Consistent with our previous findings, logarithmicity was evident whether tasks were bounded or unbounded, with the degree of logarithmicity tied to the numerical value of the estimates rather than the response space per se. We also found a clear log-to-linear shift in numerical estimates. Results from Bayesian modeling supported the idea that unbounded tasks are qualitatively similar to bounded ones, but unbounded ones lead to greater logarithmicity. Our findings support the original findings of Kim and Opfer (2017) and extend their generality to more age groups and more varieties of number-line estimation. [For the article, "Experimental Bias in Number-Line Tasks and How to Avoid Them: Comment on Kim and Opfer (2017) and the Introduction of the Cohen Ray Number-Line Task," see EJ1246392.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01