ArticleScientific reports2016
Deconstructing the Cognitive Estimation Task: A Developmental Examination and Intra-Task Contrast.
Article in Scientific reports, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Understanding Estimations of Magnitudes: An fMRI Investigation.Brain sciences · 2022Article
- The right anterior temporal lobe critically contributes to magnitude knowledge.Brain communications · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The cognitive estimation task (CET) requires participants to answer estimation questions that lack definitive answers. Few studies examine CET performance in healthy populations, and even fewer in children. Previous research has not considered differences between categories within the CET. The categories differ in their reliance on units of measurement, which is significant when examining CET performance in children due to educational factors. The goal of the study was to examine CET performance in 10 and 12 year-old children and contrast the CET categories. We found a developmental effect in overall CET performance: children's performance was more extreme than adults but no differences were found between the groups of children. Examination of the CET categories revealed differential developmental trajectories: the children's scores were more extreme in weight and time, while comparable to adults in quantity. We conclude that CET questions that require application of units of measurement are more difficult for childern due to higher involvement of executive functions, and children have less experience applying them in daily life. The CET is not a unified construct and has the potential to shed light on how children acquire an understanding of magnitudes and units of measurement.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.