The Cognitive Estimation Task is nonunitary: Evidence for multiple magnitude representation mechanisms among normative and ADHD college students

Abstract

There is a current debate on whether the cognitive system has a shared representation for all magnitudes or whether there are unique representations. To investigate this question, we used the Biber cognitive estimation task. In this task, participants were asked to provide estimates for questions such as, "How many sticks of spaghetti are in a package?" The task uses different estimation categories (e.g., time, numerical quantity, distance, and weight) to look at real-life magnitude representations. Experiment 1 assessed (N = 95) a Hebrew version of the Biber Cognitive Estimation Task and found that different estimation categories had different relations, for example, weight, time, and distance shared variance, but numerical estimation did not. We suggest that numerical estimation does not require the use of measurement in units, hence, it represents a more "pure" numerical estimation. Experiment 2 found that different factors explain individual abilities in different estimation categories. For example, numerical estimation was predicted by preverbal innate quantity understanding (approximate number sense) and working memory, whereas time estimations were supported by IQ. These results demonstrate that cognitive estimation is not a unified construct.

Understanding Estimations of Magnitudes: An fMRI Investigation

“…The authors suggested that numerical estimation, which is discrete (i.e., “cookies”) and thus very intuitive to use, represents a more “pure” estimation. In line with this view, the authors found that numerical estimation was predicted by preverbal innate quantity understanding (approximate number sense) and working memory, whereas time estimations were supported by IQ [ 23 ].…”

“…The authors concluded that CET questions that require estimations of continuous entities using discrete measurement units are more difficult for children due to higher involvement of executive functions, and children have less experience applying them in daily life [ 22 ]. In another study, Ashkenazi and Tsyganova [ 23 ] found that different estimation categories had different relations to domain-general abilities (e.g., IQ, working memory) and numerical abilities. Specifically, the results of structural equation modeling found shared variance between weight, time, and distance estimations, estimations of continuous entities using discrete measurement units, and no shared variance with numerical estimation discrete measurement, which does not require the usage of external units of measurements.…”

“…The current study presents a new approach to test CET that is based on our previous studies [ 22 , 23 ] and customized to be used during fMRI. Our study aims to answer several questions.…”