Modeling the Logarithmic-To-Linear Shift In Representations Of Numerical Magnitudes
نویسندگان
چکیده
We present findings from an experiment with 6-year-old children in Norway who are getting started with the process of learning the numbers from 1 to 10. The findings provide information on number line estimation that is, translating a number to a spatial position on a number line. The results show different categories of representation of the magnitudes on the number line, which may represent different stages in a learning sequence. On this basis, we show a proposal for a cognitive model of the learning process towards a linear representation of magnitudes.
منابع مشابه
Developmental change in numerical estimation.
Mental representations of numerical magnitude are commonly thought to undergo discontinuous change over development in the form of a "representational shift." This idea stems from an apparent categorical shift from logarithmic to linear patterns of numerical estimation on tasks that involve translating between numerical magnitudes and spatial positions (such as number-line estimation). However,...
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The relation between short-term and long-term change (also known as learning and development) has been of great interest throughout the history of developmental psychology. Werner and Vygotsky believed that the two involved basically similar progressions of qualitatively distinct knowledge states; behaviorists such as Kendler and Kendler believed that the two involved similar patterns of contin...
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