{"pk":50031,"title":"The Effect of Task Features on Children's Number Ordering Performance","subtitle":null,"abstract":"The development of numerical cognition is a critical foundation for children's later mathematics performance, with number ordering as a key predictor of advanced competence. This study examines how children's number ordering performance varies by number adjacency and size. A sample of 104 kindergartners arranged triplets of numbers in ascending order, with trials featuring adjacent or non-adjacent and small (1–10) or large numbers.  Logistic regressions showed that adjacency, size, and their interaction significantly predicted performance, ps<.05. Children were more accurate with adjacent versus non-adjacent numbers and small versus large numbers. The interaction revealed the adjacency effect was driven by a higher accuracy on small adjacent versus non-adjacent numbers (p<.001); response accuracy was similar for large adjacent versus non-adjacent numbers (p=.27). These results, significant after controlling for verbal counting, ps<.001, underscore the importance of number adjacency and size in designing tasks to measure numerical skills.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Education; Learning; Statistics"}],"section":"Abstracts with Poster Presentation (accepted as Abstracts)","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0j77b7cd","frozenauthors":[{"first_name":"Valerie YIJIE","middle_name":"","last_name":"HE","name_suffix":"","institution":"The Education University of Hong Kong","department":""},{"first_name":"Jenny Yun-Chen","middle_name":"","last_name":"Chan","name_suffix":"","institution":"The Education University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50031/galley/37993/download/"}]}