dc.contributor.author | Lende, Leif K. | |
dc.contributor.author | Taatgen, Niels | |
dc.date.accessioned | 2011-10-24T11:15:06Z | |
dc.date.available | 2011-10-24T11:15:06Z | |
dc.date.issued | 2011 | |
dc.identifier.uri | http://hdl.handle.net/11250/98749 | |
dc.description | 33rd Annual Conference of the Cognitive Science Society. City: Boston, Massachusetts, US. | en_US |
dc.description.abstract | We present findings from an experiment with 6-year-old children in Norway who are getting started with the process of learning the numbers from 1 to 10. The findings provide information on number line estimation - that is, translating a number to a spatial position on a number line. The results show different categories of representation of the magnitudes on the number line, which may represent different stages in a learning sequence. On this basis, we show a proposal for a cognitive model of the learning process towards a linear representation of magnitudes. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Diakonhjemmet høgskole | en_US |
dc.relation.uri | http://palm.mindmodeling.org/cogsci2011/cogsci11_proceedings.pdf | |
dc.subject | learning | en_US |
dc.subject | numerical magnitudes | en_US |
dc.subject | number line | en_US |
dc.subject | dynamic decision making | en_US |
dc.subject | memory | en_US |
dc.subject | cognitive architectures | en_US |
dc.subject | ACT-R | en_US |
dc.title | Modeling the Logarithmic-To-Linear Shift In Representations Of Numerical Magnitudes. | en_US |
dc.type | Lecture | en_US |
dc.source.pagenumber | s. 207-212 | en_US |
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