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Spatial scaling, proportional thinking, and numerical understanding in 5- to 7-year-old children

Möhring, Wenke and Frick, Andrea and Newcombe, Nora. (2018) Spatial scaling, proportional thinking, and numerical understanding in 5- to 7-year-old children. Cognitive Development, 45. pp. 57-67.

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Official URL: https://edoc.unibas.ch/65603/

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Abstract

The present study investigated the role of spatial scaling and proportional-reasoning skills in children's number-line estimations. Proportional strategies in number-line estimations might suggest that correlations between number-line knowledge and scaling are driven by proportional thinking. However, analyses of data on spatial scaling, proportional reasoning, counting skills, and number-line knowledge from 5- to 7-year-old children ( N = 65) showed significant correlations between spatial-scaling performance and number-line knowledge, even after age, counting skills, common method variance, and proportional reasoning were accounted for. Thus, spatial scaling is related to variance in number-line estimations due to mechanisms beyond proportional reasoning. The ability to mentally transform magnitudes may be the additional common underlying process.
Faculties and Departments:07 Faculty of Psychology > Departement Psychologie > Forschungsbereich Persönlichkeits- und Entwicklungspsychologie > Entwicklungs- und Persönlichkeitspsychologie (Grob)
UniBasel Contributors:Möhring, Wenke
Item Type:Article, refereed
Article Subtype:Research Article
Publisher:Elsevier
ISSN:0885-2014
Note:Publication type according to Uni Basel Research Database: Journal article
Identification Number:
Last Modified:14 Nov 2018 13:54
Deposited On:14 Nov 2018 13:54

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