i'm so first an undergraduate student in developmental psychology at boston college with their core
test
this is our video abstract for the people coming out in developmental science called one
two three and a b c's development stress and logarithmic two linear responding reflect fluency
with sequence that is
this paper looks at performance on the number line placement task originally developed by see
lower and upper and this task look something like this
there's going to be a line between two and points
but the small and point on the left and a larger weight on the right
children are not also be given a target number and asked to place the number
where belongs on the one
for example children might be given the number five and asked where belongs
but the correct answer being in the middle
many researchers the use this task to show that it's predictive ability in particular performance
on this task is correlated with performance on a other estimation task
and on magnitude comparison task
it is also be used to develop pretty successful educational dimensions
so it seems to be something really important about this time this predictive about competency
was last clear as wide so predictive
and different colleague suggest that is projected because it provides direct information about children's underlying
representation of number
and using this assumption they provided a data suggest that children's underlying representation of number
go through a qualitative change over development
charger base their values in a logarithmic distribution over the line
well older children tend of these values in a more linear distribution over the line
so you calling seventy in this behavior of data to suggest a developmental trend in
the underlying representation a number
so over time chosen one shows a representation from primarily logarithmic well to a primarily
linear one
however in this paper we provide data a against the assumption that this talk provides
direct information about the underlying representation of number
instead we suggest that a performance on this task is dependent on familiarity with the
magnitude of a voice and fluency with ordered sequence which is not necessarily a numerical
or magnitude based in nature
to test our first hypothesis we provided a lot with the non-standard number line placement
tasks
here not a time points around points that do not and in zero which are
typically that points used in these tasks like one hundred or one thousand
so i don't received a task and point of one thousand six hundred and thirty
nine and two thousand eight hundred and ninety seven
as opposed to control tasks or most standard and points but a similar magnitude so
two thousand three thousand and another with standard endpoints
both the similar range
i results show that i don't a logarithmic on the non-standard endpoint task disliking linear
on the similar magnitude and similar range tasks with standard error points
meaning and place the and in zero
therefore i suggest that we do slow rhythm in performance but this is not indicative
of their underlying representation of number
since there you're on the same range on the same magnitude of target values but
with when we provide standard and so on at least one of the and white
and zero
we can apply an analogous arguments of a single data single children and then when
there are longer it on the first one thousand it may not be necessarily that
their underlying representation of the numbers from zero to one thousand or logarithmic a but
instead of their less familiar with a weight of one thousand
a results of the second part of our hypothesis using about placement tasks with children
so that all of that as an ordered sequence but there's no underlying or inherent
magnitude in the letters
children are given the same setup but with and points of eight and c and
then asked to place the target letter where belongs on the line
in this task we see that younger children at six to seven respond algorithmically by
older children extend to alignment respond are linearly and the children in the middle are
showing a mix of it here
so we're showing the exact same developmental trendy and the alphabet policemen task
which is an ordered sequence with no one here and magnitude of the scene and
the number of placement tasks
suggesting that the pattern of responding
lively does not reflect the underlying representation of magnitude
solo the number line placement task seems to be indicative of something important which is
predictive about competency it probably isn't the underlying representation of number but it's time something
about different aspects of the task like familiarity with the magnitude of and points
and fluency with the ordered sequence which is not necessarily numerical or magnitude based in
nature
thanks for listening i hope you enjoy the paper that you're victory and if you
have any questions or comments and forty hearing from you