title: Representations of numerical sequences and the concept of middle in preschoolers.
abstract: The present study concerns preschoolers' understanding of the middle concept as it applies to numerical sequences. Previous research using implicit psychophysical assessment suggests that the numerical midpoint is embedded within numerical representations by 4 years of age. Here, we examined 3- to 5-year-olds' ability to identify the midpoint value in triplets of non-symbolic numbers when explicitly probed to do so. We found that whereas 4- and 5-year-olds were capable of explicit access to numerical midpoint values and showed ratio-dependent performance, a signature of the approximate number system (ANS), 3-year-olds performed at chance. Children's difficulty in identifying numerical midpoint values was not due to comparing multiple arrays, nor was it entirely due to a spatial association with the word "middle" used in the task. We speculate that explicit access to numerical midpoint values may be jointly supported by endogenous control of attentional mechanisms and the development of a mental number line.
authors.affiliation: Department of Psychology, Emory University, 36 Eagle Row, Atlanta, GA, 30322, USA, chi-ngai.cheung@emory.edu.
authors.forename: Chi-Ngai
authors.initials: CN
authors.lastname: Cheung
authors.forename: Stella F
authors.initials: SF
authors.lastname: Lourenco
mesh_terms: D000367:Age Factors; D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D005260:Female; D006801:Humans; D008297:Male; D055641:Mathematical Concepts; D013647:Task Performance and Analysis