Evidence from numerical cognition research consistently shows that humans mentally represent continuous numbers by discretizing them or mapping them onto logarithmic-to-linear estimation models.
Evidence for · 5
Representational change and strategy use in children's number line estimation during the first years of primary school
2012 · cited by 100
Paper [0] demonstrates that children map continuous number ranges using developmental shifts between logarithmic and linear estimation models.
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More for · 4
A Comparison of Methods for Assessing Performance on the Number Line Estimation Task
2018 · cited by 9
Paper [1] discusses performance and modeling of the logarithmic-to-linear shift in number line estimation tasks.
Children’s number line estimation strategies: evidence from bounded and unbounded number line estimation tasks
2024 · cited by 4
Paper [2] shows that children utilize benchmark-based strategies and integer-based units to estimate continuous values.
Decision Dynamics in Early Numerical Estimation: Evidence from the Dual-NLET and Drift Diffusion Modeling.
2026 · cited by 0
Paper [6] investigates the cognitive and decision-making mechanisms underlying number-line estimation tasks.
Development and sensory channel feedback effects in children's number line estimation: evidence from both bounded and unbounded number estimation tasks.
2025 · cited by 0
Paper [10] shows that primary school children transition from logarithmic to linear representations in number estimation.