More linear than log? Non-symbolic number-line estimation in 3- to 5-year-old children.

The linear model prevailed in entire sample [ R 2 lin = 0.962; R 2 log = 0.938, t = −1.82, p < 0 .05; see Figure 3 ], and CP-knowers [ R 2 lin = 963; R 2 log = 0.941, t (23) = −2.07, p < 0 .025], although did not reach statistical significance in subset-knowers [ R 2 lin = 0.942; R 2 log = 0.904, t (23) = −1.29, p = 0 .11; all tests one-tailed].

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However, they show a strong trend toward an increase in the precision of estimation (expressed both in the absolute error of estimation and model fit coefficients) along mastering the concepts of number and counting (CP-knowledge).

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Neither line orientation, CP-knowledge level nor interaction approached significance (largest F [1,39] < 1.92, all p s > 0.17).

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