ArticleDevelopmental science2019
Cross-magnitude interactions across development: Longitudinal evidence for a general magnitude system.
Article in Developmental science, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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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.
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Who cites it
4 citing papers in PubMed.
- Intersection of spatial and numerical cognition in the developing brain.Cerebral cortex (New York, N.Y. : 1991) · 2025Article
- Large as being on top of the world and small as hitting the roof: a common magnitude representation for the comparison of emotions and numbers.Psychological research · 2021Article
- Numerosity and cumulative surface area are perceived holistically as integral dimensions.Journal of experimental psychology. General · 2021Article
- Development of a Possible General Magnitude System for Number and Space.Frontiers in psychology · 2018Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
There is general agreement that humans represent numerical, spatial, and temporal magnitudes from early in development. However, there is disagreement about whether different magnitudes converge within a general magnitude system and whether this system supports behavioral demonstrations of cross-magnitude interactions at different developmental time points. Using a longitudinal design, we found a relation between children's cross-magnitude interactions assessed at two developmental time points with different behavioral measures. More specifically, stronger cross-magnitude interactions in infancy (M = 9.3 months) predicted a stronger cross-magnitude congruity effect at preschool age (M = 44.2 months), even when controlling for performance on measures of inhibitory control, analogical reasoning, and verbal competence at preschool age. The results suggest a common mechanism for cross-magnitude interactions at different points in development as well as stability of the underlying individual differences. We argue that this mechanism reflects a nonverbal general magnitude system that is operational early in life and that displays continuity from infancy to preschool age.
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