Number line estimation and standardized test performance: The left digit effect does not predict SAT math score

Abstract

Abstract Introduction Recent work reveals a new source of error in number line estimation (NLE), the left digit effect (Lai, Zax, et al., 2018), whereby numerals with different leftmost digits but similar magnitudes (e.g., 399, 401) are placed farther apart on a number line (e.g., 0 to 1,000) than is warranted. The goals of the present study were to: (1) replicate the left digit effect, and (2) assess whether it is related to mathematical achievement. Method Participants were all individuals (adult college students) who completed the NLE task in the laboratory between 2014 and 2019 for whom SAT scores were available (n = 227). Results We replicated the left digit effect but found its size was not correlated with SAT math score, although it was negatively correlated with SAT verbal score for one NLE task version. Conclusions These findings provide further evidence that individual digits strongly influence estimation performance and suggest that this effect may have different cognitive contributors, and predict different complex skills, than overall NLE accuracy.

Keywords

• left digit effect
• number line estimation
• numerical cognition
• standardized achievement tests