Psychological Development and Education ›› 2015, Vol. 31 ›› Issue (2): 149-156.doi: 10.16187/j.cnki.issn1001-4918.2015.02.03

Previous Articles     Next Articles

Development of Children's Number Line Estimation: the Influence of Mental Distance

ZHANG Fan, LAI Yinghui, CHEN Yinghe   

  1. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875, China
  • Online:2015-03-15 Published:2015-03-15

PDF (PC)

Abstract: A total of 109 7-to 9-year-old children were selected to take the number line estimation task. The aim was to test how their mental distance, numerical representations, and accuracy of estimation developed with age. The results showed the following: Mental distance did exist among 7- to 9-year-old children, and the range of mental distance might exceed 10 for 7-year-old children and gradually disappeared between 7- to 9-year-old; Influenced by mental distance, children's number line representational models changed from exponential to linear; In accordance with the change of representational models, the accuracy of estimation improved with development.

Key words: number line estimation, metal distance, numerical representation, children

CLC Number: 

  • B844
Barth, H. C., & Paladino, A. M. (2011). The development of numerical estimation: evidence against a representational shift. Developmental Science, 14(1), 125-135.
Berteletti, I., Lucangeli, D., Piazza, M., Dehaene, S., & Zorzi, M. (2010). Numerical estimation in preschoolers. Developmental Psychology, 46(2), 545-551.
Booth, J. L., & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 41(6), 189-201.
Brysbaert, M. (2005). Number recognition in different formats. In: Campbell, J.I.D., Handbook of mathematical cognition (pp. 23-42). New York, NY: Psychology Press.
Cohen, D. J., & Blanc-Goldhammer, D. (2011). Numerical bias in bounded and unbounded number line tasks. Psychonomic Bulletin & Review , 18(2), 331-338.
Dehaene, S. (1997). The number sense: How the mind creates mathematics. New York: Oxford University Press, 53-76.
Ebersbach, M., Luwel, K., Frick, A., Onghena, P., & Verschaffel, L. (2008). The relationship between the shape of the mental number line and familiarity with numbers in 5-to 9-year old children: Evidence for a segmented linear model. Journal of Experimental Child Psychology, 99(1), 1-17.
Link, T., Huber, S., Nuerk, H., & Moeller, K. (2014). Unbounding the mental number line-new evidence on children's spatial representation of numbers. Frontiers in Psychology, 4, 1-12.
Moeller, K., Pixner, S., Kaufmann, L., & Nuerk, H. (2009). Children's early mental number line: Logarithmic or decomposed linear? Journal of Experimental Child Psychology, 103(4), 503-515.
Opfer, J. E., & Siegler, R. S. (2007). Representational change and children's numerical estimation. Cognitive Psychology, 55(3), 169-195.
Opfer, J. E., Siegler, R. S., & Young, C. J. (2011). The powers of noise-fitting: reply to Barth and Paladino. Developmental Science, 14(5), 1194-1204.
Schneider, M., Heine, A., Thaler, V., Torbeyns, J., De Smedt, B., & Verschaffel, L., et al. (2008). A validation of eye movements as a measure of elementary school children's developing number sense. Cognitive Development, 23(3), 409-422.
Siegler, R. S., & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75(2), 428-444.
Siegler, R. S., & Mu, Y. (2008). Chinese children excel on novel mathematics problems even before elementary school. Psychological Science, 19(8), 759-763.
Siegler, R. S., & Opfer, J. E. (2003). The development of numerical estimation: Evidence for multiple representations of numerical quantity. Psychological Science, 14(3), 237-250.
Slusser, E. B., Santiago, R. T., & Barth, H. C. (2013). Developmental change in numerical estimation. Journal of Experimental Psychology-General, 142(1), 193-208.
van Viersen, S., Slot, E. M., Kroesbergen, E. H., Van'T Noordende, J. E., & Leseman, P. P. M. (2013). The added value of eye-tracking in diagnosing dyscalculia: a case study. Frontiers in Psychology, 4(679), 1-13.
Xu, X., Chen, C., Pan, M., & Li, N. (2013). Development of numerical estimation in Chinese preschool children. Journal of Experimental Child Psychology, 116(2), 351-366.
韩瑽瑽, 张静, 黄大庆, 陈英和. (2010). 2-4年级数学困难与普通儿童数量估计能力的比较. 中国特殊教育, (4), 47-51.
卢淳, 郭红力, 司继伟, 孙燕. (2014). 不同数字线下儿童与成人分数估计的表征模式. 心理发展与教育, 30(5), 449-456.
莫雷, 周广东, 温红博. (2010). 儿童数字估计的心理长度. 心理学报, 42(5), 569-580.
潘茂明. (2011). 6~7岁儿童数字估计能力发展的追踪研究. 首都师范大学硕士学位论文.
周广东, 莫雷, 温红博. (2009). 儿童数字估计的表征模式与发展. 心理发展与教育, 25(4), 21-29.
[1] CHU Yue, LIU Xiping, XU Hui, TANG Weihai. Developmental Characteristics of Socially Shared Retrieval-induced Forgetting in Children [J]. Psychological Development and Education, 2024, 40(2): 153-159.
[2] LIU Yanchun, DENG Yuting, ZHANG Xi. Sharing Behavior towards Different Recipients in Children with Intellectual Disabilities: The Role of Theory of Mind [J]. Psychological Development and Education, 2024, 40(2): 160-168.
[3] LIANG Dandan, YAN Xiaomin, GE Zhilin. The Development of Emotion Recognition Ability in 4~8 Years Old Chinese Children with High-functioning Autism Based on Language Cues [J]. Psychological Development and Education, 2024, 40(2): 169-175.
[4] SHI Mengmeng, REN Guiqin, SUN Junhong, ZHANG Xinxing. Effects of Vocabulary Type and Reading Ability on Reading Comprehension Monitoring in First Grade Pupils [J]. Psychological Development and Education, 2024, 40(2): 207-214.
[5] LENG Xinyi, SU Mengmeng, LI Wenling, YANG Xiujie, XING Ailing, ZHANG Xianglin, SHU Hua. The Relation between Home Environment and Early Language Development in Rural China [J]. Psychological Development and Education, 2024, 40(1): 8-18.
[6] ZHAO Jingwei, CHEN Xiaoxu, REN Liwen, GENG Zhe, XU Fuzhen. Parental Psychological Control and Children’s Anxiety: A Moderated Mediating Model [J]. Psychological Development and Education, 2024, 40(1): 93-102.
[7] ZHU Naping, LIU Yanling, XIONG Hongmei, ZHAO Pan. Justice Comes Sooner or Later: The Development Characteristics of Children’s Fair Normative Executive Behavior in Different Resource Allocation Situations [J]. Psychological Development and Education, 2023, 39(6): 772-780.
[8] GAO Zihui, JIAO Yu, WANG Xi, LIU Xiaocen. The Influence of Dynamic and Static Text Presentation of Electronic Picture Books on Children’s Reading Experience and Learning Effect [J]. Psychological Development and Education, 2023, 39(6): 817-824.
[9] REN Liwen, MA Yuanchi, ZHANG Qingyao, ZHANG Lingling, XU Fuzhen. Reciprocal Relations between Parental Psychological Control and Children's School Adjustment: A Cross-lagged Analysis [J]. Psychological Development and Education, 2023, 39(5): 635-644.
[10] WANG Yingjie, LUAN Jinxin, LI Yan. The Relationship between Maternal Parenting Stress and Preschool Children's Anxiety: The Mediating Effect of Mother-child Conflict and the Moderating Effect of Maternal Mindfulness [J]. Psychological Development and Education, 2023, 39(5): 702-709.
[11] LI Tiantian, DONG Huiqin. Children's Perception of Interparental Conflict and Anxiety: The Mediating Effect of Attention to Positive and Negative Information and the Moderating Effect of Gender [J]. Psychological Development and Education, 2023, 39(4): 488-496.
[12] YIN Xiaolan, ZHOU Lujun, ZHU Cuiying. The Effect of School Environment on the Rural Left-behind Children's Prosocial Behaviors: The Mediating Role of Psychological Capital and Life Satisfaction [J]. Psychological Development and Education, 2023, 39(4): 497-504.
[13] JIN Xing, LIU Jinghong, MA Yue, YU Zhanyu. A Comparative Study on the Attentional Blink of Body Expression between Deaf and Normal Children [J]. Psychological Development and Education, 2023, 39(3): 305-312.
[14] ZHAO Xian, WANG Zhihang, WANG Dongfang, YUAN Yanyun, YIN Xiayun, LI Zhihua. Developmental Trajectory of Prosocial Behavior in Impoverished Children during Early Adolescence: The Effects of Gender and Parenting Style Heterogeneity [J]. Psychological Development and Education, 2023, 39(3): 323-332.
[15] LIU Shuang, LI Mei, FENG Xiaohang, ZHANG Xiangkui. A Longitudinal Study of Mastery Motivation and Competence in Early Childhood: The Moderating Effects of Types of Task and Temperament [J]. Psychological Development and Education, 2023, 39(2): 161-172.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd