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• W2059656421 startingPage "35" @default.
• W2059656421 abstract "We examined the development of magnitude representations in children (Exp 1: kindergartners, first-, second- and sixth graders, Exp 2: kindergartners, first-, second- and third graders) using a numerical same-different task with symbolic (i.e. digits) and non-symbolic (i.e. arrays of dots) stimuli. We investigated whether judgments in a same-different task with digits are based upon the numerical value or upon the physical similarity of the digits. In addition, we investigated whether the numerical distance effect decreases with increasing age. Finally, we examined whether the performance in this task is related to general mathematics achievement. Our results reveal that a same-different task with digits is not an appropriate task to study magnitude representations, because already late kindergarteners base their responses on the physical similarity instead of the numerical value of the digits. When decisions cannot be made on the basis of physical similarity, a similar numerical distance effect is present over all age groups. This suggests that the magnitude representation is stable from late kindergarten onwards. The size of the numerical distance effect was not related to mathematical achievement. However, children with a poorer mathematics achievement score seemed to have more difficulties to link a symbol with its corresponding magnitude." @default.
• W2059656421 created "2016-06-24" @default.
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• W2059656421 creator A5039705323 @default.
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• W2059656421 date "2012-05-01" @default.
• W2059656421 modified "2023-09-23" @default.
• W2059656421 title "What can the same–different task tell us about the development of magnitude representations?" @default.
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• W2059656421 doi "https://doi.org/10.1016/j.actpsy.2012.02.005" @default.
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• W2059656421 hasPublicationYear "2012" @default.
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