Learning the meanings of Arabic numerals involves mapping the number symbols to mental representations of their corresponding, approximate numerical quantities. It is often assumed that performance on numerical tasks, such as number line estimation (NLE), is primarily driven by translating from a presented numeral to a mental representation of its overall magnitude. Part of this assumption is that it is the overall numerical magnitude of the presented numeral, not the specific digits that comprise it, that matter for task performance. Here we ask whether the magnitudes of the presented target numerals drive symbolic number line performance, or whether specific digits influence estimates. If the former is true, estimates of numerals with very similar magnitudes but different digits (such as 399 and 402) should be placed in similar locations. However, if the latter is true, these placements will differ significantly. In two studies (N = 262), children aged 7-11 and adults completed 0-1000 NLE tasks with target values drawn from a set of paired numerals that fell on either side of “Hundreds” boundaries (e.g. 698 and 701) and “Fifties” boundaries (e.g. 749 and 752). Study 1 used an atypical speeded NLE task, while Study 2 used a standard non-speeded NLE task. Under both speeded and non-speeded conditions, specific hundreds digits in the target numerals exerted a strong influence on estimates, with large effect sizes at all ages, showing that the magnitudes of target numerals are not the primary influence shaping children’s or adults’ placements. We discuss patterns of developmental change and individual difference revealed by planned and exploratory analyses.
Cognitive mediators of US—China differences in early symbolic arithmetic
