Not all numbers are equal: preferences and biases among children and adults when generating random sequences.
We investigate the number preferences of children and adults when generating random digit sequences. Previous research has shown convincingly that adults prefer smaller numbers when randomly choosing between responses 1-6. We analyze randomization choices made by both children and adults, considering a range of experimental studies and task configurations. Children - most of whom are between 8 and 11~years - show a preference for relatively large numbers when choosing numbers 1-10. Adults show a preference for small numbers with the same response set. We report a modest association between children's age and numerical bias. However, children also exhibit a small number bias with a smaller response set available, and they show a preference specifically for the numbers 1-3 across many datasets. We argue that number space demonstrates both continuities (numbers 1-3 have a distinct status) and change (a developmentally emerging bias toward the left side of representational space or lower numbers).
Centre for Research in Human Development and Learning, Department of Psychology, Lancaster University Lancaster, UK.
John N
JN
Towse
School of Psychology, Flinders University Adelaide, Australia.
Tobias
T
Loetscher
Department of Neurology, University Hospital Zurich Zurich, Switzerland ; Zurich Center for Integrative Human Physiology, University of Zurich Zurich, Switzerland.
Peter
P
Brugger
cognitive development; number preferences; numerical cognition; random generation; spatial cognition