“…This notion is supported by the log-to-linear shift hypothesis according to which logarithmic coding (i.e., condensing large numbers into a smaller space) is replaced by linear coding as individuals gain experience with a varied set of numbers (e.g., Hurst et al, 2014;Siegler et al, 2009;Siegler & Booth, 2004;Siegler & Opfer, 2003;Thompson & Opfer, 2010). In addition, research on mathematical learning has shown that adults, even those who teach mathematics, struggle with understanding large numbers (Brass & Harkness, 2017;Gough, 2008;Kabasakalian, 2007;Kastberg & Walker, 2008). Given that large numbers play important roles in various scientific and geopolitical contexts (e.g., Batt et al, 2008;Dorogovtsev et al, 2006;Dunning, 1997;Landy et al, 2013Landy et al, , 2017Meffe, 1994;Resnick et al, 2017), understanding how this understudied category of numbers is processed may contribute significant value to many domains.…”