{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,10]],"date-time":"2026-01-10T07:39:58Z","timestamp":1768030798903,"version":"3.49.0"},"reference-count":68,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2018,7,5]],"date-time":"2018-07-05T00:00:00Z","timestamp":1530748800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Cognitive Science"],"published-print":{"date-parts":[[2018,8]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>When young children attempt to locate numbers along a number line, they show logarithmic (or other compressive) placement. For example, the distance between \u201c5\u201d and \u201c10\u201d is larger than the distance between \u201c75\u201d and \u201c80.\u201d This has often been explained by assuming that children have a logarithmically scaled mental representation of number (e.g., Berteletti, Lucangeli, Piazza, Dehaene, &amp; Zorzi, <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"#cogs12615-bib-0008\"\/>; Siegler &amp; Opfer, <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"#cogs12615-bib-0061\"\/>). However, several investigators have questioned this argument (e.g., Barth &amp; Paladino, <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"#cogs12615-bib-0004\"\/>; Cantlon, Cordes, Libertus, &amp; Brannon, <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"#cogs12615-bib-0012\"\/>; Cohen &amp; Blanc\u2010Goldhammer, <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"#cogs12615-bib-0016\"\/>). We show here that children prefer linear number lines over logarithmic lines when they do not have to deal with the meanings of individual numerals (i.e., number symbols, such as \u201c5\u201d or \u201c80\u201d). In Experiments 1 and 2, when 5\u2010 and 6\u2010year\u2010olds choose between number lines in a forced\u2010choice task, they prefer linear to logarithmic and exponential displays. However, this preference does not persist when Experiment 3 presents the same lines without reference to numbers, and children simply choose which line they like best. In Experiments 4 and 5, children position beads on a number line to indicate how the integers 1\u2013100 are arranged. The bead placement of 4\u2010 and 5\u2010year\u2010olds is better fit by a linear than by a logarithmic model. We argue that previous results from the number\u2010line task may depend on strategies specific to the task.<\/jats:p>","DOI":"10.1111\/cogs.12615","type":"journal-article","created":{"date-parts":[[2018,7,5]],"date-time":"2018-07-05T08:57:37Z","timestamp":1530781057000},"page":"1945-1973","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Children's Understanding of the Natural Numbers\u2019 Structure"],"prefix":"10.1111","volume":"42","author":[{"given":"Jennifer","family":"Asmuth","sequence":"first","affiliation":[{"name":"Department of Psychology Susquehanna University"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Emily M.","family":"Morson","sequence":"additional","affiliation":[{"name":"Department of Psychological and Brain Sciences Indiana University"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Lance J.","family":"Rips","sequence":"additional","affiliation":[{"name":"Department of Psychology Northwestern University"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2018,7,5]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cognition.2011.11.006"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.3758\/BF03207272"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-7687.2010.00962.x"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cogdev.2009.04.001"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.2307\/748423"},{"key":"e_1_2_10_7_1","doi-asserted-by":"publisher","DOI":"10.2307\/2183530"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0017887"},{"key":"e_1_2_10_9_1","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.41.6.189"},{"key":"e_1_2_10_10_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.2008.01173.x"},{"key":"e_1_2_10_11_1","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0120423"},{"key":"e_1_2_10_12_1","doi-asserted-by":"publisher","DOI":"10.1126\/science.1164773"},{"key":"e_1_2_10_13_1","doi-asserted-by":"publisher","DOI":"10.3758\/s13423-013-0446-8"},{"key":"e_1_2_10_14_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cogpsych.2016.11.002"},{"key":"e_1_2_10_15_1","doi-asserted-by":"publisher","DOI":"10.1073\/pnas.1402785111"},{"key":"e_1_2_10_16_1","doi-asserted-by":"publisher","DOI":"10.3758\/s13423-011-0059-z"},{"key":"e_1_2_10_17_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0035901"},{"key":"e_1_2_10_18_1","doi-asserted-by":"publisher","DOI":"10.2307\/2683975"},{"key":"e_1_2_10_19_1","doi-asserted-by":"publisher","DOI":"10.1037\/h0041232"},{"key":"e_1_2_10_20_1","doi-asserted-by":"publisher","DOI":"10.1126\/science.1156540"},{"key":"e_1_2_10_21_1","doi-asserted-by":"publisher","DOI":"10.1016\/0010-0277(92)90030-L"},{"key":"e_1_2_10_22_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jecp.2007.08.006"},{"key":"e_1_2_10_23_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-1-4612-3754-9"},{"key":"e_1_2_10_24_1","doi-asserted-by":"publisher","DOI":"10.1016\/S1364-6613(99)01424-2"},{"key":"e_1_2_10_25_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0025510"},{"key":"e_1_2_10_26_1","volume-title":"The child's understanding of number","author":"Gelman R.","year":"1978"},{"key":"e_1_2_10_27_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1749-6632.1984.tb23417.x"},{"key":"e_1_2_10_28_1","volume-title":"Concrete mathematics","author":"Graham R. 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