Abstract
Numeracy, as measured by performance on the non-symbolic numerical comparison task, is a key construct in numerical and mathematical cognition. The current study examines individual variation in performance on the numerical comparison task. We contrast the hypothesis that performance on the numerical comparison task is primarily due to more accurate representations of numbers with the hypothesis that performance dependent on decision-making factors. We present data from two behavioral experiments and a mathematical model. In both behavioral experiments we measure the precision of participant’s numerical value representation using a free response estimation task. Taken together, results suggest that individual variation in numerical comparison performance is not predicted by variation in the precision of participants’ numerical value representation.
Highlights
Numeracy, as measured by performance on the non-symbolic numerical comparison task, is a key construct in numerical and mathematical cognition
We found that performance on the estimation task correlated with the neural tuning curve width, r(69) = .36, p < .01, where smaller tuning curve widths were associated with better performance on the task
The current study evaluated two models of the processes involved in comparing non-symbolic numbers
Summary
As measured by performance on the non-symbolic numerical comparison task, is a key construct in numerical and mathematical cognition. Results suggest that individual variation in numerical comparison performance is not predicted by variation in the precision of participants’ numerical value representation. Learners’ performance on non-symbolic numerical comparison tasks is used to define the learner’s numeracy, a key construct in research on numerical cognition and early math learning (e.g., Feigenson, Dehaene, Spelke, Feigenson, & Spelke, 2004; Libertus, Feigenson, & Halberda, 2013; Lukowski et al, 2017). Since non-symbolic numerical comparison performance is associated with children’s performance on other mathematical tasks a characterization of the cognitive processes may be leveraged to develop improved interventions for poor mathematical performance
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