Bidirectional estimation on the number line in kindergarteners: the effect of the familiarity with numbers

Abstract

In recent years, mapping tasks have been used to explain development of symbolic and non-symbolic numerical associations. The bidirectional mapping hypothesis (Castronovo & Seron, 2007) postulates that transcoding abilities from non-symbolic to symbolic number representations and vice versa are developed in parallel. However, recent research involving children has shown that non-symbolic to symbolic mapping is developed before symbolic to nonsymbolic mapping, and that familiarity with numbers is an effective predictor of mapping skills. These findings are based primarily on performance in estimation tasks, although number line tasks have also been used to assess numerical development. The objective of the present research was to study the development of transcoding routes using number line tasks, and to establish the effect of familiarity with numbers on this development. Familiarity was determined based on performance in a counting task and the effect of the decade break on representational functions. A sample of 442 5-year-old kindergarteners were given number line tasks (number-to-position and position-to-number) and a counting task. Results showed that transcoding routes are well established in children familiar with numbers by the time they complete kindergarten. These findings confirm the key role of familiarity with numbers and the decade break in spatial representation of numbers and number acquisition. Keywords numerical cognition; number line; bidirectional mapping hypothesis; number transcoding; familiarity with numbers