On the Development of the Mental Number Line: More, Less, or Never Holistic With Increasing Age?
Magnitude is assumed to be represented along a holistic mental number line in adults. However, the authors recently observed a unit-decade compatibility effect for 2-digit numbers that is inconsistent with this “holisticness” assumption (H.-C. Nuerk, U. Weger, & K. Willmes, 2001). This study used th...
| Publicado en: | Developmental Psychology Vol. 40; no. 6; pp. 1199 - 1212 |
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| Autores principales: | , |
| Formato: | Artículo |
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American Psychological Association
Nov2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507944523&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507944523 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00121649 DPS jtl: Developmental Psychology issn: 00121649 maglogo: N pubinfo: dt: Nov2004 vid: 40 iid: 6 pid: 34 pub: American Psychological Association artinfo: ui: 507944523 10.1037/0012-1649.40.6.1199 ppf: 1199 ppct: 13 formats: tig: atl: On the Development of the Mental Number Line: More, Less, or Never Holistic With Increasing Age? aug: au: Nuerk, Hans-Christoph Kaufmann, Liane su: Psychology of school children Number concept sug: subj: Psychology of school children Number concept ab: Magnitude is assumed to be represented along a holistic mental number line in adults. However, the authors recently observed a unit-decade compatibility effect for 2-digit numbers that is inconsistent with this “holisticness” assumption (H.-C. Nuerk, U. Weger, & K. Willmes, 2001). This study used the compatibility effect to examine whether the mental number line representation of magnitude changes toward greater or less holisticness in children from Grades 2-5. The results indicate that decades and units of 2-digit numbers are processed separately rather than holistically from Grade 2 on. However, this separate processing seems to develop from a more sequential (left-to-right) to a more parallel processing mode. Moreover, children may use different strategies depending on task demands. The results are interpreted in the framework of Siegler's overlapping waves model. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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