{"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/"}]}