Learning to focus on number

Abstract

With age and education, children become increasingly accurate in processing numerosity. This developmental trend is often interpreted as a progressive refinement of the mental representation of number. Here we provide empirical and theoretical support for an alternative possibility, the filtering hypothesis, which proposes that development primarily affects the ability to focus on the relevant dimension of number and to avoid interference from irrelevant but often co-varying quantitative dimensions. Data from the same numerical comparison task in adults and children of various levels of numeracy, including Mundurucú Indians and western dyscalculics, show that, as predicted by the filtering hypothesis, age and education primarily increase the ability to focus on number and filter out potentially interfering information on the non-numerical dimensions. These findings can be captured by a minimal computational model where learning consists in the training of a multivariate classifier whose discrimination boundaries get progressively aligned to the task-relevant dimension of number. This view of development has important consequences for education.