Trend judgment as a perceptual building block of graphicacy and mathematics, across age, education, and culture.

There were highly significant correlations between participants’ graphicacy index and their self-reported statistical knowledge (Fig. 3 B; r = 0.21, df = 3092, p < 0.0001) and mathematical knowledge (r = 0.22, df = 2028, p < 0.0001).

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In 3943 educated participants, responses vary as a sigmoid function of the t -value that a statistician would compute to detect a significant trend.

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