On the Development of the Mental Number Line: More, Less, or Never Holistic with Increasing Age?

Developmental Psychology

Volumn 40, Issue 6, 2004, Pages 1199-1211

  Nuerk, Hans Christoph ^a   Kaufmann, Liane ^b   Zoppoth, Sabine ^c   Willmes, Klaus ^a  

^a UNIVERSITY HOSPITAL RWTH AACHEN   (Germany)

^b INNSBRUCK MEDICAL UNIVERSITY   (Austria)

^c UNIVERSITY OF INNSBRUCK   (Austria)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; CHILD DEVELOPMENT; COGNITION; CROSS-SECTIONAL STUDY; FEMALE; HUMAN; MALE; MATHEMATICS;

CHILD; CHILD DEVELOPMENT; COGNITION; CROSS-SECTIONAL STUDIES; FEMALE; HUMANS; MALE; MATHEMATICS;

EID: 7544226843     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/0012-1649.40.6.1199     Document Type: Article

References (50)

1. Ansari, D., & Karmiloff-Smith, A. (2002). Atypical trajectories of number development: A neuroconstructivist perspective. Trends in Cognitive Sciences, 6, 511-516.
2. Antell, S. E., & Keating, L. E. (1983). Perception of numerical invariance in neonates. Child Development, 54, 695-701.
3. Berch, D. B., Foley, E. J., Hill, R. I., & McDonough-Ryan, P. M. (1999). Extracting parity and magnitude from Arabic numerals: Developmental changes in number processing and mental representation. Journal of Experimental Child Psychology, 74, 286-308.
4. Bijeljac-Babic, R., Bertoncini, J., & Mehler, J. (1991). How do four-day-old infants categorize multisyllabic utterances? Developmental Psychology, 29, 711-721.
5. Brannon, E. M, & Terrace, H. S. (1998). Ordering of the numerosities 1 to 9 by monkeys. Science, 282, 746-749.
6. Brannon, E. M., & Terrace, H. S. (2000). Representation of the numerosities 1 to 9 by rhesus macaques (Macaca, mulatta). Journal of Experimental Psychology: Animal Behavior Processes, 26, 31-49.
7. Breukelaar, J. W., & Dalrymple-Alford, J. C. (1998). Timing ability and numerical competence in rats. Journal of Experimental Psychology: Animal Behavior Processes, 24, 84-97.
8. Bundesgesetzblatt für die Republik Österreich Jahrgang 2003 Nr. 283/ 2003 [Federal Law Sheet of the Republic of Austria: Year 2003, No. 283/2003]. (2003, June 13). Vienna: Verlagspostamt 1040 GZ 02Z034232 M 1503 102 II 322.
9. Butterworth, B. (1999). The mathematical brain. London; Macmillan.
10. Carey, S. (2001a). Bridging the gap between cognition and developmental neuroscience: The example of number representation. In C. A. Nelson & M. Luciana (Eds.), Handbook of developmental cognitive neuroscience (pp. 415-432). Cambridge, MA: MIT Press.
11. Carey, S. (2001b). Cognitive foundations of arithmetic: Evolution and ontogenesis. Mind & Language, 16, 37-55.
12. Cedrus Corporation. (1997). SuperLab Pro (Version 1.04) [Computer software]. San Pedro, CA: Author.
13. Davis, H., & Perusse, R. (1988). Numerical competence in animals: Definitional issues, current evidence and a new research agenda. Behavioral and Brain Sciences, 11, 561-615.
14. Dehaene, S. (1997). The number sense: How the mind creates mathematics. New York: Oxford University Press.
15. Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122, 371-396.
16. Dehaene, S., Dupoux, E., & Mehler, J. (1990). Is numerical comparison digital? Analogical and symbolic effects in two-digit number comparison. Journal of Experimental Psychology: Human Perception and Performance, 16, 626-641.
17. Dellatolas, G., von Aster, M., Willadino-Braga, L., Meier, M., & Deloche, G. (2000). Number processing and mental calculation in school children aged 7 to 10 years: A transcultural comparison. European Child & Adolescent Psychiatry, 9, 102-111.
18. Frith, U. (1985). Beneath the surface of developmental dyslexia: Are comparisons between developmental and acquired disorders meaningful? In K. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Cognitive and neuropsychological studies of phonological reading (pp. 301-330). Mahwah, NT: Edbaum.
19. Fuson, K. (1988). Children's counting and concepts of number. New York: Springer-Verlag.
20. Gallistel, C. R., & Gelman, R. (1992). Preverbal and verbal counting and computation. Cognition, 44, 43-74.
21. Girelli, L., Lucangeli, D., & Butterworth, B. (2000). The development of automaticity in accessing number magnitude. Journal of Experimental Child Psychology, 76, 104-122.
22. Hauser, M. D., Carey, S., & Hauser, L. B. (2000). Spontaneous number representation in semi-free-ranging rhesus monkeys. Proceedings of the Royal Society of London: Biological Sciences, 267, 829-833.
23. Kaufmann, L., & Nuerk, H.-C. (in press). Numerical development: Current issues and future perspectives [Special issue]: Psychology Science.
24. Knops, A., Nuerk, H.-C. & Willmes, K. (2003). Die semantische Größenrepräsentation: Existiert mehr als nur ein numerischer Zahlen-strahl [The semantic magnitude representation: Is there more than only one mental number line?] [Abstract]. In J. Golz, F. Faul, & R. Mausfeld (Eds.), Experimentelle Psychologie. Abstracts der 45. Tagung experimentell arbeitender Psychologen (p. 105). Regensburg, Germany: Roderer.
25. Koechlin, E., Dehaene, S., & Mehler, J. (1997). Numerical transformation in five-month-old human infants. Mathematical Cognition, 3, 89-104.
26. Lochy, A., Delazer, M., Domahs, F., Zoppoth, S., & Seron, X. (2003). The acquisition of Arabic notation in children: A cross-linguistic study of French vs. German. Unpublished manuscript.
27. Mix, K. S., Huttenlocher, J., & Levine, S. C. (2002). Quantitative development in infancy and early childhood. Oxford, England: Oxford University Press.
28. Moyer, R. S., & Landauer, T. K. (1967). Time required for judgements of numerical inequality. Nature, 215, 1519-1520.
29. Nuerk, H.-C., Iversen, W. & Willmes, K. (2004). Notational modulation of the SNARC and the MARC (Linguistic Markedness Association of Response Codes) Effect. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 57A, 835-863.
30. Nuerk, H.-C., Weger, U., & Willmes, K. (2001). Decade breaks in the mental number line? Putting tens and units back into different bins. Cognition, 82, B25-B33.
31. Nuerk, H.-C., Weger, U., & Willmes, K. (2002). A unit-decade compatibility effect in German number words. Current Psychology Letters: Behaviour, Brain and Cognition, 2 (7), 19-38.
32. Nuerk, H.-C., Weger, U., & Willmes, K. (2004). On the perceptual generality of the unit-decade compatibility effect. Experimental Psychology, 51, 72-79.
33. Nuerk, H.-C., Weger, U., & Willmes, K. (in press). Language effects in magnitude comparison: Small, but not irrelevant Brain and Language.
34. Nuerk, H.-C. & Willmes, K. (in press). On the magnitude representation of two-digit numbers [Special issue]. Psychology Science.
35. Proios, H., Weniger, D., & Willmes, K. (2002). Number representation deficit: A bilingual case of failure to access written verbal numeral representations. Neuropsychologia, 40, 2341-2349.
36. Roberts, W. A., & Mitchell, S. (1994). Can a pigeon simultaneously process temporal and numerical information? Journal of Experimental Psychology: Animal Behavior Processes, 20, 66-78.
37. Rubinsten, O., Henik, A., Berger, A., & Shahar-Shalev, S. (2002). The development of internal representations of magnitude and their association with Arabic numerals. Journal of Experimental Child Psychology, 81, 74-92.
38. Share, D.-L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
39. Siegler, R. (1995). Emerging minds: The process of change in children's thinking. London: Oxford University Press.
40. Siegler, R. (1996). How does change occur: A microgenetic study of number conservation. Cognitive Psychology, 28, 225-273.
41. Simon, T. J., Hespos, S. J., & Rochat, P. (1995). Do infants understand simple arithmetic? A replication of Wynn (1992). Cognitive Development, 10, 253-269.
42. Starkey, P., & Cooper, R. (1980). Perception of numbers by human infants. Science, 210, 1933-1935.
43. Starkey, P., Spelke, E. S., & Gelman, R. (1990). Numerical abstraction by human infants. Cognition, 36, 97-127.
44. Strauss, M. S., & Curtis, L. E. (1981). Infant perception of numerosity. Child Development, 52, 1146-1152.
45. Tzelgov, J., Meyer, J., & Henik, A. (1992). Automatic and intentional processing of numerical information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 166-179.
46. Uller, C., Carey, S., Huntley-Fenner, G., & Klatt, L. (1999). What representations might underlie infant numerical knowledge? Cognitive Development, 14, 1-36.
47. Wynn, K. (1992a). Addition and subtraction by human infants. Nature, 358, 749-750.
48. Wynn, K. (1992b). Children's acquisition of the number words and the counting system. Cognitive Psychology, 24, 220-251.
49. Wynn, K. (1998). Psychological foundations of numbers: Numerical competence in human infants. Trends in Cognitive Sciences, 2, 296-303.
50. Xu, F., & Spelke, E. S. (2000). Large number discrimination in 6-month-old infants. Cognition, 74, B1-B11.