Do We Know What We Know? Investigating the Validity of Number Representation Indices
نویسنده
چکیده
Predicting mathematical performance in individuals is critical in the development of evidencebased interventions. Thus, it is important to use valid measures when measuring mental number representation. Using symbolic and non-symbolic magnitude comparison tasks is the current method for measuring an individual’s mental representation of numbers. However, recent research questions the validity of the current indices of number representation (Inglis & Gilmore, 2014). This study examined the relations of the number representation indices in non-symbolic and symbolic number formats separately in adults and children. Participants for the current study include adults (n = 51) and senior kindergarten children (n = 159). The current study is an investigation of the number representation indices and their predictive relation with mathematical skill. Results showed three of five indices related across presentation formats for children, only overall response time related across formats for adults. Results suggest the related indices are more linked across presentation formats in children. Additionally, predictive validity of the indices is not shared across adults and children.
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