Contextual Sensitivity and the Large Number Word Bias: When Is Bigger Really More?

Michele Mazzocco, Jenny Yun Chen Chan, Maria Sera

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Number words can be confusing, even beyond early stages of number word acquisition. In this chapter we describe possible sources of this confusion, and propose that children's awareness of the inherent ambiguity of some numerical statements may be a unique and overlooked aspect of their "number sense." We further propose that this potential source of individual differences may be systematically measured by testing children's sensitivity to number words in context. For example, some children's magnitude comparison judgments conform to a large number word bias; and the strength of this bias varies with context. Future research is needed to develop and test measures of such contextual sensitivity in number word interpretation, to develop models linking the role of numerical ambiguity to formal early mathematics learning, and to test whether responses to numerical ambiguity reflect numerical abilities specifically or foundational skills such as executive function and metacognition.

Original languageEnglish (US)
Title of host publicationContinuous Issues in Numerical Cognition
Subtitle of host publicationHow Many or How Much
PublisherElsevier Inc.
Pages81-103
Number of pages23
ISBN (Print)9780128016374
DOIs
StatePublished - Jan 1 2016

Fingerprint

Testing

Keywords

  • Number concepts
  • Number sense
  • Number words
  • Numerical ambiguity
  • Numerical language

Cite this

Mazzocco, M., Chan, J. Y. C., & Sera, M. (2016). Contextual Sensitivity and the Large Number Word Bias: When Is Bigger Really More? In Continuous Issues in Numerical Cognition: How Many or How Much (pp. 81-103). Elsevier Inc.. https://doi.org/10.1016/B978-0-12-801637-4.00004-4

Contextual Sensitivity and the Large Number Word Bias : When Is Bigger Really More? / Mazzocco, Michele; Chan, Jenny Yun Chen; Sera, Maria.

Continuous Issues in Numerical Cognition: How Many or How Much. Elsevier Inc., 2016. p. 81-103.

Research output: Chapter in Book/Report/Conference proceedingChapter

Mazzocco, M, Chan, JYC & Sera, M 2016, Contextual Sensitivity and the Large Number Word Bias: When Is Bigger Really More? in Continuous Issues in Numerical Cognition: How Many or How Much. Elsevier Inc., pp. 81-103. https://doi.org/10.1016/B978-0-12-801637-4.00004-4
Mazzocco M, Chan JYC, Sera M. Contextual Sensitivity and the Large Number Word Bias: When Is Bigger Really More? In Continuous Issues in Numerical Cognition: How Many or How Much. Elsevier Inc. 2016. p. 81-103 https://doi.org/10.1016/B978-0-12-801637-4.00004-4
Mazzocco, Michele ; Chan, Jenny Yun Chen ; Sera, Maria. / Contextual Sensitivity and the Large Number Word Bias : When Is Bigger Really More?. Continuous Issues in Numerical Cognition: How Many or How Much. Elsevier Inc., 2016. pp. 81-103
@inbook{f599ba15116d4d9984768e15ee143298,
title = "Contextual Sensitivity and the Large Number Word Bias: When Is Bigger Really More?",
abstract = "Number words can be confusing, even beyond early stages of number word acquisition. In this chapter we describe possible sources of this confusion, and propose that children's awareness of the inherent ambiguity of some numerical statements may be a unique and overlooked aspect of their {"}number sense.{"} We further propose that this potential source of individual differences may be systematically measured by testing children's sensitivity to number words in context. For example, some children's magnitude comparison judgments conform to a large number word bias; and the strength of this bias varies with context. Future research is needed to develop and test measures of such contextual sensitivity in number word interpretation, to develop models linking the role of numerical ambiguity to formal early mathematics learning, and to test whether responses to numerical ambiguity reflect numerical abilities specifically or foundational skills such as executive function and metacognition.",
keywords = "Number concepts, Number sense, Number words, Numerical ambiguity, Numerical language",
author = "Michele Mazzocco and Chan, {Jenny Yun Chen} and Maria Sera",
year = "2016",
month = "1",
day = "1",
doi = "10.1016/B978-0-12-801637-4.00004-4",
language = "English (US)",
isbn = "9780128016374",
pages = "81--103",
booktitle = "Continuous Issues in Numerical Cognition",
publisher = "Elsevier Inc.",

}

TY - CHAP

T1 - Contextual Sensitivity and the Large Number Word Bias

T2 - When Is Bigger Really More?

AU - Mazzocco, Michele

AU - Chan, Jenny Yun Chen

AU - Sera, Maria

PY - 2016/1/1

Y1 - 2016/1/1

N2 - Number words can be confusing, even beyond early stages of number word acquisition. In this chapter we describe possible sources of this confusion, and propose that children's awareness of the inherent ambiguity of some numerical statements may be a unique and overlooked aspect of their "number sense." We further propose that this potential source of individual differences may be systematically measured by testing children's sensitivity to number words in context. For example, some children's magnitude comparison judgments conform to a large number word bias; and the strength of this bias varies with context. Future research is needed to develop and test measures of such contextual sensitivity in number word interpretation, to develop models linking the role of numerical ambiguity to formal early mathematics learning, and to test whether responses to numerical ambiguity reflect numerical abilities specifically or foundational skills such as executive function and metacognition.

AB - Number words can be confusing, even beyond early stages of number word acquisition. In this chapter we describe possible sources of this confusion, and propose that children's awareness of the inherent ambiguity of some numerical statements may be a unique and overlooked aspect of their "number sense." We further propose that this potential source of individual differences may be systematically measured by testing children's sensitivity to number words in context. For example, some children's magnitude comparison judgments conform to a large number word bias; and the strength of this bias varies with context. Future research is needed to develop and test measures of such contextual sensitivity in number word interpretation, to develop models linking the role of numerical ambiguity to formal early mathematics learning, and to test whether responses to numerical ambiguity reflect numerical abilities specifically or foundational skills such as executive function and metacognition.

KW - Number concepts

KW - Number sense

KW - Number words

KW - Numerical ambiguity

KW - Numerical language

UR - http://www.scopus.com/inward/record.url?scp=85011776844&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85011776844&partnerID=8YFLogxK

U2 - 10.1016/B978-0-12-801637-4.00004-4

DO - 10.1016/B978-0-12-801637-4.00004-4

M3 - Chapter

AN - SCOPUS:85011776844

SN - 9780128016374

SP - 81

EP - 103

BT - Continuous Issues in Numerical Cognition

PB - Elsevier Inc.

ER -