Title: The relationship between the shape of the mental number line and familiarity with numbers in 5- to 9-year old children: Evidence for a segmented linear model
Authors: Ebersbach, Mirjam ×
Frick, Andrea
Luwel, Koen
Onghena, Patrick
Verschaffel, Lieven #
Issue Date: 2008
Series Title: Journal of Experimental Child Psychology vol:99 issue:1 pages:1-17
Article number: 1
Abstract: This experiment aimed to expand previous findings on the development of mental number representation. We tested the hypothesis that children's familiarity with numbers is directly reflected by the shape of their mental number line. This mental number line was expected to be linear as long as numbers lay within the range of numbers children were familiar with. Five- to 9-year-olds (N=78) estimated the positions of numbers on an external number line and additionally completed a counting assessment mirroring their familiarity with numbers. A segmented regression model consisting of two linear segments described number line estimations significantly better than a logarithmic or a simple linear model. Moreover, the change point between two linear segments indicating a change of discriminability between numbers, was significantly correlated with children's familiar number range. Findings are discussed in terms of the accumulator model, assuming a linear mental representation with scalar variability.
ISSN: 0022-0965
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Methodology of Educational Sciences
Education and Training
Instructional Psychology and Technology
Research Centre for Educational Research & Development, Campus Brussels (-)
Faculty of Economics and Business (FEB) - miscellaneous
× corresponding author
# (joint) last author

Files in This Item:
File Description Status SizeFormat
1-s2.0-S0022096507001117-main.pdf Published 256KbAdobe PDFView/Open Request a copy

These files are only available to some KU Leuven Association staff members


All items in Lirias are protected by copyright, with all rights reserved.

© Web of science