Mostrar el registro sencillo del ítem

dc.contributor.authorGarcía-Orza, Javier 
dc.contributor.authorÁlvarez-Montesinos, Juan-Antonio
dc.contributor.authorMontenegro, Ismael R.
dc.contributor.authorCuadra, Marina
dc.date.accessioned2017-09-15T09:28:26Z
dc.date.available2017-09-15T09:28:26Z
dc.date.created2017
dc.date.issued2017-09-15
dc.identifier.urihttp://hdl.handle.net/10630/14476
dc.description.abstractThe processing of multi-digit numbers have been usually studied comparing numbers with the same number of digits. In these cases, deciding which number is bigger simply requires comparing the leftmost digit of each number. However, everyday live usually involves comparing natural numbers that differ in string length, in these cases focussing in the number of digits in each multi-digit provides the most relevant information. The present research explores in second graders (aged 7-8) the processing of the number of digits. Participants were presented with pairs of numbers that may have the same number of digits (3 vs 3; 4 vs 4) or not (3 vs 4). Stimuli in the different-length condition may be number/length-congruent (the number with more digits started with a bigger number: 2384-107) or number/length-incongruent (the number with more digits started with a smaller number: 2675-398). Multiple comparisons (Bonferroni-corrected) indicated better responses to pairs of different length than to pairs of the same length. Within the former condition performance was better in number/length-congruent pairs. Moreover, in the number/length-incongruent condition participants performed better than in those conditions with the same number of digits. This indicates the precedence of this rule over the single-digit comparing rule. In a second experiment, we explored to what extent the processing of the number of digits is automatic. Using the same stimuli we requested the participants to focus only in the first digit of each multi-digit and to decide which one was bigger (e.g., in the length-congruent pair 2384-107 participants should press the left key as 2 is bigger than 1; in the length-incongruent pair 2675-398 participants should press the right key as 3 is bigger than 2). Again, a congruity effect was found. Results indicated that second graders process the number of digits even though it is irrelevant for the task at hand.es_ES
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.es_ES
dc.language.isoenges_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjectPsicología cognitivaes_ES
dc.subject.otherNumerical cognitiones_ES
dc.subject.otherMulti-digitses_ES
dc.subject.otherComparison taskses_ES
dc.subject.otherChildrenes_ES
dc.titleHow many digits are there in a multi-digit number?es_ES
dc.typeinfo:eu-repo/semantics/conferenceObjectes_ES
dc.centroFacultad de Psicologíaes_ES
dc.relation.eventtitle20th Conference of the European Society for Cognitive Psychologyes_ES
dc.relation.eventplacePotsdam (Alemania)es_ES
dc.relation.eventdateSeptiembre 2017es_ES
dc.identifier.orcidhttp://orcid.org/0000-0002-4037-0706es_ES
dc.cclicenseby-nc-saes_ES


Ficheros en el ítem

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem