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dc.contributor.authorLende, Leif K.
dc.contributor.authorTaatgen, Niels
dc.date.accessioned2011-10-24T11:15:06Z
dc.date.available2011-10-24T11:15:06Z
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/11250/98749
dc.description33rd Annual Conference of the Cognitive Science Society. City: Boston, Massachusetts, US.en_US
dc.description.abstractWe 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.isoengen_US
dc.publisherDepartment of Social Education and Occupational Therapy, Diakonhjemmet University College. Department of Artificial Intelligence, University of Groningen.en_US
dc.relation.urihttp://palm.mindmodeling.org/cogsci2011/cogsci11_proceedings.pdf
dc.subjectlearningen_US
dc.subjectnumerical magnitudesen_US
dc.subjectnumber lineen_US
dc.subjectdynamic decision makingen_US
dc.subjectmemoryen_US
dc.subjectcognitive architecturesen_US
dc.subjectACT-Ren_US
dc.titleModeling the Logarithmic-To-Linear Shift In Representations Of Numerical Magnitudes.en_US
dc.typeLectureen_US
dc.source.pagenumbers. 207-212en_US


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