The development of internal representations of magnitude and their association with arabic numerals

Orly Rubinsten; Avishai Henik; Andrea Berger; Sharon Shahar-Shalev

doi:10.1006/jecp.2001.2645

The development of internal representations of magnitude and their association with arabic numerals

Orly Rubinsten, Avishai Henik, Andrea Berger, Sharon Shahar-Shalev

Research output: Contribution to journal › Article › peer-review

Abstract

Developmental aspects of number concepts were evaluated using participants from the beginning and end of first grade (6-7 years old), third and fifth grades (7-11 years old), and university (22 years old). Participants evaluated the numerical value or physical size of stimuli varying along both dimensions. The numerical distance effect appeared in all groups. In contrast, the size congruity effect started to appear only at the end of first grade. Based on our results, a model of internal representation of magnitude claiming that there are two different representations was propose. At the beginning of first grade children can automatically access only one of these representations and only from the end of first grade can they access both of these representations.

Original language	English
Pages (from-to)	74-92
Number of pages	19
Journal	Journal of Experimental Child Psychology
Volume	81
Issue number	1
DOIs	https://doi.org/10.1006/jecp.2001.2645
State	Published - Jan 2002
Externally published	Yes

Bibliographical note

Funding Information:
This work was supported by a grant to A. Henik from the Israel Science Foundation founded by the Israel Academy of Sciences and Humanities. We thank Mrs. Kineret Hadad, principal of Oriyan Elementary School in Beer-Sheva, Israel, for allowing us to conduct our research in the school. We also thank the teachers and students in Oriyan Elementary School for helping and participating in the experiment.

Keywords

Arabic numeral
Automaticity
Development
Quantity

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Developmental and Educational Psychology

Access to Document

10.1006/jecp.2001.2645

Cite this

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abstract = "Developmental aspects of number concepts were evaluated using participants from the beginning and end of first grade (6-7 years old), third and fifth grades (7-11 years old), and university (22 years old). Participants evaluated the numerical value or physical size of stimuli varying along both dimensions. The numerical distance effect appeared in all groups. In contrast, the size congruity effect started to appear only at the end of first grade. Based on our results, a model of internal representation of magnitude claiming that there are two different representations was propose. At the beginning of first grade children can automatically access only one of these representations and only from the end of first grade can they access both of these representations.",

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AB - Developmental aspects of number concepts were evaluated using participants from the beginning and end of first grade (6-7 years old), third and fifth grades (7-11 years old), and university (22 years old). Participants evaluated the numerical value or physical size of stimuli varying along both dimensions. The numerical distance effect appeared in all groups. In contrast, the size congruity effect started to appear only at the end of first grade. Based on our results, a model of internal representation of magnitude claiming that there are two different representations was propose. At the beginning of first grade children can automatically access only one of these representations and only from the end of first grade can they access both of these representations.

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The development of internal representations of magnitude and their association with arabic numerals

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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