The Experts below are selected from a list of 19443 Experts worldwide ranked by ideXlab platform
Stefan Huber - One of the best experts on this subject based on the ideXlab platform.
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multiplication facts and the mental number line evidence from unbounded number line Estimation
Psychological Research-psychologische Forschung, 2015Co-Authors: Regina M Reinert, Stefan Huber, Hans-christoph NuerkAbstract:A spatial representation of number magnitude, aka the mental number line, is considered one of the basic numerical representations. One way to assess it is number line Estimation (e.g., positioning 43 on a number line ranging from 0 to 100). Recently, a new unbounded version of the number line Estimation Task was suggested: without labeled endpoints but a predefined unit, which was argued to provide a purer measure of spatial numerical representations. To further investigate the processes determining Estimation performance in the unbounded number line Task, we used an adapted version with variable units other than 1 to evaluate influences of (i) the size of a given unit and (ii) multiples of the units as target numbers on participants' Estimation pattern. We observed that Estimations got faster and more accurate with increasing unit sizes. On the other hand, multiples of a predefined unit were estimated faster, but not more accurately than non-multiples. These results indicate an influence of multiplication fact knowledge on spatial numerical processing.
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unbounding the mental number line new evidence on children s spatial representation of numbers
Frontiers in Psychology, 2014Co-Authors: Tanja Link, Stefan HuberAbstract:Number line Estimation (i.e., indicating the position of a given number on a physical line) is a standard assessment of children’s spatial representation of number magnitude. Importantly, there is an ongoing debate on the question in how far the bounded Task version with start and endpoint given (e.g., 0 and 100) might induce specific Estimation strategies and thus may not allow for unbiased inferences on the underlying representation. Recently, a new unbounded version of the Task was suggested with only the start point and a unit fixed (e.g., the distance from 0 to 1). In adults this Task provided a less biased index of the spatial representation of number magnitude. Yet, so far there are no children data available for the unbounded number line Estimation Task. Therefore, we conducted a cross-sectional study on primary school children performing both, the bounded and the unbounded version of the Task. We observed clear evidence for systematic strategic influences (i.e., the consideration of reference points) in the bounded number line Estimation Task for children older than grade two whereas there were no such indications for the unbounded version for any one of the age groups. In summary, the current data corroborate the unbounded number line Estimation Task to be a valuable tool for assessing children's spatial representation of number magnitude in a systematic and unbiased manner. Yet, similar results for the bounded and the unbounded version of the Task for first- and second-graders may indicate that both versions of the Task might assess the same underlying representation for relatively younger children - at least in number ranges familiar to the children assessed. This is of particular importance for inferences about the nature and development of children's magnitude representation.
Tanja Link - One of the best experts on this subject based on the ideXlab platform.
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on the relation between the mental number line and arithmetic competencies
Quarterly Journal of Experimental Psychology, 2014Co-Authors: Tanja Link, Korbinian MoellerAbstract:In this study, we aimed at investigating whether it is indeed the spatial magnitude representation that links number line Estimation performance to other basic numerical and arithmetic competencies. Therefore, Estimations of 45 fourth-graders in both a bounded and a new unbounded number line Estimation Task (with only a start-point and a unit given) were correlated with their performance in a variety of Tasks including addition, subtraction, and number magnitude comparison. Assuming that both number line Tasks assess the same underlying mental number line representation, unbounded number line Estimation should also be associated with other basic numerical and arithmetic competencies. However, results indicated that children's Estimation performance in the bounded but not the unbounded number line Estimation Task was correlated significantly with numerical and arithmetic competencies. We conclude that unbounded and bounded number line Estimation Tasks do not assess the same underlying spatial–numerical rep...
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unbounding the mental number line new evidence on children s spatial representation of numbers
Frontiers in Psychology, 2014Co-Authors: Tanja Link, Stefan HuberAbstract:Number line Estimation (i.e., indicating the position of a given number on a physical line) is a standard assessment of children’s spatial representation of number magnitude. Importantly, there is an ongoing debate on the question in how far the bounded Task version with start and endpoint given (e.g., 0 and 100) might induce specific Estimation strategies and thus may not allow for unbiased inferences on the underlying representation. Recently, a new unbounded version of the Task was suggested with only the start point and a unit fixed (e.g., the distance from 0 to 1). In adults this Task provided a less biased index of the spatial representation of number magnitude. Yet, so far there are no children data available for the unbounded number line Estimation Task. Therefore, we conducted a cross-sectional study on primary school children performing both, the bounded and the unbounded version of the Task. We observed clear evidence for systematic strategic influences (i.e., the consideration of reference points) in the bounded number line Estimation Task for children older than grade two whereas there were no such indications for the unbounded version for any one of the age groups. In summary, the current data corroborate the unbounded number line Estimation Task to be a valuable tool for assessing children's spatial representation of number magnitude in a systematic and unbiased manner. Yet, similar results for the bounded and the unbounded version of the Task for first- and second-graders may indicate that both versions of the Task might assess the same underlying representation for relatively younger children - at least in number ranges familiar to the children assessed. This is of particular importance for inferences about the nature and development of children's magnitude representation.
Hans-christoph Nuerk - One of the best experts on this subject based on the ideXlab platform.
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multiplication facts and the mental number line evidence from unbounded number line Estimation
Psychological Research-psychologische Forschung, 2015Co-Authors: Regina M Reinert, Stefan Huber, Hans-christoph NuerkAbstract:A spatial representation of number magnitude, aka the mental number line, is considered one of the basic numerical representations. One way to assess it is number line Estimation (e.g., positioning 43 on a number line ranging from 0 to 100). Recently, a new unbounded version of the number line Estimation Task was suggested: without labeled endpoints but a predefined unit, which was argued to provide a purer measure of spatial numerical representations. To further investigate the processes determining Estimation performance in the unbounded number line Task, we used an adapted version with variable units other than 1 to evaluate influences of (i) the size of a given unit and (ii) multiples of the units as target numbers on participants' Estimation pattern. We observed that Estimations got faster and more accurate with increasing unit sizes. On the other hand, multiples of a predefined unit were estimated faster, but not more accurately than non-multiples. These results indicate an influence of multiplication fact knowledge on spatial numerical processing.
Korbinian Moeller - One of the best experts on this subject based on the ideXlab platform.
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on the relation between the mental number line and arithmetic competencies
Quarterly Journal of Experimental Psychology, 2014Co-Authors: Tanja Link, Korbinian MoellerAbstract:In this study, we aimed at investigating whether it is indeed the spatial magnitude representation that links number line Estimation performance to other basic numerical and arithmetic competencies. Therefore, Estimations of 45 fourth-graders in both a bounded and a new unbounded number line Estimation Task (with only a start-point and a unit given) were correlated with their performance in a variety of Tasks including addition, subtraction, and number magnitude comparison. Assuming that both number line Tasks assess the same underlying mental number line representation, unbounded number line Estimation should also be associated with other basic numerical and arithmetic competencies. However, results indicated that children's Estimation performance in the bounded but not the unbounded number line Estimation Task was correlated significantly with numerical and arithmetic competencies. We conclude that unbounded and bounded number line Estimation Tasks do not assess the same underlying spatial–numerical rep...
Victoria Simms - One of the best experts on this subject based on the ideXlab platform.
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explaining the relationship between number line Estimation and mathematical achievement the role of visuomotor integration and visuospatial skills
Journal of Experimental Child Psychology, 2016Co-Authors: Victoria Simms, Sarah Clayton, Lucy Cragg, Camilla K. Gilmore, Samantha JohnsonAbstract:Performance on number line Tasks, typically used as a measure of numerical representations, are reliably related to children’s mathematical achievement. However, recent debate has questioned what precisely performance on the number line Estimation Task measures. Specifically, there has been a suggestion that this Task may measure not only numerical representations but also proportional judgment skills; if this is the case, then individual differences in visuospatial skills, not just the precision of numerical representations, may explain the relationship between number line Estimation and mathematical achievement. The current study investigated the relationships among visuospatial skills, visuomotor integration, number line Estimation, and mathematical achievement. In total, 77 children were assessed using a number line Estimation Task, a standardized measure of mathematical achievement, and tests of visuospatial skills and visuomotor integration. The majority of measures were significantly correlated. In addition, the relationship between one metric from the number line Estimation Task (R2LIN) and mathematical achievement was fully explained by visuomotor integration and visuospatial skill competency. These results have important implications for understanding what the number line Task measures as well as the choice of number line metric for research purposes.
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plane thinking mental representations in number line Estimation as a function of orientation scale and counting proficiency
Journal of Experimental Child Psychology, 2013Co-Authors: Victoria Simms, Kevin Muldoon, John N TowseAbstract:Young children typically show strong biases when estimating the placement of numbers on or along a scale. Number line Estimation changes in accuracy and linearity across development. However, existing research is almost entirely based on a horizontal number line, which presupposes that numbers are scaled on a horizontal plane only. We present data that broaden our understanding of number line Estimation by also including vertically oriented scales. This study presented 4- to 7-year-olds with the number line Estimation Task presented in both horizontal and vertical orientations and on different scales. Our results suggest that children store numbers as accurately in the vertical plane as in the horizontal plane, although some developmental changes are observed. Our results highlight how even simple experimental manipulations can reveal the complexities of internal representations of number.
