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{
    "pk": 26192,
    "title": "A Unified Framework for Bounded and Unbounded Numerical Estimation",
    "subtitle": null,
    "abstract": "Representations of numerical value have been assessed usingbounded (e.g., 0-1000) and unbounded (e.g., 0-?) number-linetasks, with considerable debate regarding whether one or bothtasks elicit unique cognitive strategies (e.g., addition orsubtraction) and require unique cognitive models. To test this,we examined 86 5- to 9-year-olds' addition, subtraction, andestimation skill (bounded and unbounded). Against themeasurement-skills hypothesis, estimates were even morelogarithmic on unbounded than bounded number lines andwere better described by conventional log-linear models thanby alternative cognitive models. Moreover, logarithmic indexvalues reliably predicted arithmetic scores, whereas modelparameters of alternative models failed to do so. Resultssuggest that the logarithmic-to-linear shift theory provides aunified framework for numerical estimation with highdescriptive adequacy and yields uniquely accurate predictionsfor children’s early math proficiency.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "cognitive development; numerical cognition;number-line estimation; psychophysical function"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/5t90r5rp",
    "frozenauthors": [
        {
            "first_name": "Dan",
            "middle_name": "",
            "last_name": "Kim",
            "name_suffix": "",
            "institution": "Ohio State University",
            "department": ""
        },
        {
            "first_name": "John",
            "middle_name": "",
            "last_name": "Opfer",
            "name_suffix": "",
            "institution": "Ohio State University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2016-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26192/galley/15828/download/"
        }
    ]
}