The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Is 27 a Big Number? Correlational and Causal Connections Among Numerical Categorization, Number Line Estimation, and Numerical Magnitude Comparison
Open accessAbstract
This study examined the generality of the logarithmic to linear transition in children’s representations of numerical magnitudes and the role of subjective categorization of numbers in the acquisition of more advanced understanding. Experiment 1 (49 girls and 41 boys, ages 5–8 years) suggested parallel transitions from kindergarten to second grade in the representations used to perform number line estimation, numerical categorization, and numerical magnitude comparison tasks. Individual differences within each grade in proficiency for the three tasks were strongly related. Experiment 2 (27 girls and 13 boys, ages 5–6 years) replicated results from Experiment 1 and demonstrated a causal role of changes in categorization in eliciting changes in number line estimation. Reasons were proposed for the parallel developmental changes across tasks, the consistent individual differences, and the relation between improved categorization of numbers and increasingly linear representations.
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Citations
Cites
Vygotsky, L. S. (1964) · Bulletin of the Orton Society · doi:10.1007/bf02928399 · Cited by 20,704
Causation, Prediction, and Search
Spirtes, P., Glymour, C., & Scheines, R. (2001) · doi:10.7551/mitpress/1754.001.0001 · Cited by 4,521
Time required for Judgements of Numerical Inequality
MOYER, R. S., & LANDAUER, T. K. (1967) · Nature · doi:10.1038/2151519a0 · Cited by 2,068
Three aspects of cognitive development
Siegler, R. S. (1976) · Cognitive Psychology · doi:10.1016/0010-0285(76)90016-5 · Cited by 666
Self-citation
Cited by
An integrated theory of whole number and fractions development
Siegler, R. S., Thompson, C. A., & Schneider, M. (2011) · Cognitive Psychology · doi:10.1016/j.cogpsych.2011.03.001 · Cited by 706
Self-citationNumerical Magnitude Representations Influence Arithmetic Learning
Booth, J. L., & Siegler, R. S. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01173.x · Cited by 601
Self-citationThe relation between spatial skill and early number knowledge: The role of the linear number line
Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012) · Developmental Psychology · doi:10.1037/a0027433 · Cited by 554
Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2014.01.013 · Cited by 448
Self-citationDe Smedt, B., Verschaffel, L., & Ghesquière, P. (2009) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2009.01.010 · Cited by 375
Metadata
- Authors
- Laski, E. V., & Siegler, R. S.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2007-11-01
- Volume
- 78
- Issue
- 6
- Pages
- 1723-1743
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2100045519
- Cited by
- 314
- References
- 4
- FWCI
- 9.91
- Type
- journal article
- Language
- en
- Open access
- green
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- Laski, E. V., & Siegler, R. S. (2007). Is 27 a Big Number? Correlational and Causal Connections Among Numerical Categorization, Number Line Estimation, and Numerical Magnitude Comparison. Child Development. https://doi.org/10.1111/j.1467-8624.2007.01087.x
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