DOI: 10.31219/osf.io/vepa2
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Emily Slusser, Hilary Barth

Abstract: How children’s understanding of numerical magnitudes changes over the course of development remains a key question in the study of numerical cognition. In an ongoing debate about the source of developmental change, some argue that children maintain and access different mental representations of number, with evidence coming largely from common number-line estimation tasks. In contrast, others argue that a theoretical framework based on psychophysical models of proportion estimation accounts for typical performa…

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