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From continuous magnitudes to symbolic numbers: The centrality of ratio

Published online by Cambridge University Press:  27 July 2017

Pooja G. Sidney ,
Clarissa A. Thompson ,
Percival G. Matthews  and
Edward M. Hubbard
Pooja G. Sidney
Affiliation:
Department of Psychological Sciences, Kent State University, Kent, OH 44242psidney1@kent.educthomp77@kent.edupoojasidney.comhttp://www.clarissathompson.com
Clarissa A. Thompson
Affiliation:
Department of Psychological Sciences, Kent State University, Kent, OH 44242psidney1@kent.educthomp77@kent.edupoojasidney.comhttp://www.clarissathompson.com
Percival G. Matthews
Affiliation:
Department of Educational Psychology, University of Wisconsin–Madison, Madison, WI 53706-1796pmatthews@wisc.eduemhubbard@wisc.eduhttps://website.education.wisc.edu/pmatthews/http://website.education.wisc.edu/edneurolab/
Edward M. Hubbard
Affiliation:
Department of Educational Psychology, University of Wisconsin–Madison, Madison, WI 53706-1796pmatthews@wisc.eduemhubbard@wisc.eduhttps://website.education.wisc.edu/pmatthews/http://website.education.wisc.edu/edneurolab/
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Abstract

Leibovich et al.'s theory neither accounts for the deep connections between whole numbers and other classes of number nor provides a potential mechanism for mapping continuous magnitudes to symbolic numbers. We argue that focusing on non-symbolic ratio processing abilities can furnish a more expansive account of numerical cognition that remedies these shortcomings.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 40 , 2017 , e190
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Copyright
Copyright © Cambridge University Press 2017 

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