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Connecting Numbers To Discrete Quantification: A Step In The Child’S Construction Of Integer Concepts, Emily Slusser, A. Ditta, B. Sarnecka
Connecting Numbers To Discrete Quantification: A Step In The Child’S Construction Of Integer Concepts, Emily Slusser, A. Ditta, B. Sarnecka
Emily Slusser
The present study asks when young children understand that number words quantify over sets of discrete individuals. For this study, 2- to 4-year-old children were asked to extend the number word five or six either to a cup containing discrete objects (e.g., blocks) or to a cup containing a continuous substance (e.g., water). In Experiment 1, only children who knew the exact meanings of the words one, two and three extended higher number words (five or six) to sets of discrete objects. In Experiment 2, children who only knew the exact meaning of one extended higher number words to discrete …
Developmental Change In Numerical Estimation, Emily Slusser, R Santiago, H Barth
Developmental Change In Numerical Estimation, Emily Slusser, R Santiago, H Barth
Emily Slusser
Mental representations of numerical magnitude are commonly thought to undergo discontinuous change over development in the form of a “representational shift.” This idea stems from an apparent categorical shift from logarithmic to linear patterns of numerical estimation on tasks that involve translating between numerical magnitudes and spatial positions (such as number-line estimation). However, the observed patterns of performance are broadly consistent with a fundamentally different view, based on psychophysical modeling of proportion estimation, that explains the data without appealing to discontinuous change in mental representations of numerical magnitude. The present study assessed these 2 theories' abilities to account for the …