Developmental Science: 123s and ABCs

123s and ABCs: developmental shifts in logarithmic-to-linear responding reflect fluency with sequence values, published in Developmental Science. In the current study, we provide evidence from both child and adult participants to suggest that performance on the number placement task may not reflect the structure of the mental number line, but instead is a function of the fluency (i.e. ease) with which the individual can work with the values in the sequence.