Hilary Barth, professor of psychology; Andrea Patalano, professor of psychology; Joanna Paul ’18; and former postdoctoral fellow Chenmu (Julia) Xing are co-authors of a paper titled “Probability range and probability distortion in a gambling task,” published in Acta Psychologica in June 2019.
Barth and Emily Slusser, a former postdoctoral fellow, are the co-authors of a paper titled “Spontaneous partitioning and proportion estimation in children’s numerical judgments,” published in the Journal of Experimental Child Psychology in September 2019.
Barth; Patalano; Slusser; Alexandra Zax, visiting scholar in psychology; and Katherine Williams, lab coordinator; are the co-authors of a paper titled “What Do Biased Estimates Tell Us about Cognitive Processing? Spatial Judgments as Proportion Estimation,” which was published in the Journal of Cognition and Development in August 2019.
Student research assistant Sophie Charles ’20, a neuroscience and behavior major, shows the line estimation task used by the Psychology Department to understand how people make judgments about number and quantity.
Hilary Barth and Andrea Patalano, both professors of psychology, have received a major grant from the National Science Foundation (NSF) to support collaborative research on numerical cognition.
Collaborative research by Hilary Barth and Andrea Patalano is supported by the National Science Foundation.
The three-year $1,091,303 grant, which is funded by NSF’s EHR Core Research program focused on STEM learning, includes support for Wesleyan student participation in the proposed research project, which will involve experimental studies of children’s and adults’ understanding of, and judgments about, number and quantity.
The two labs collaborate frequently, and have been working jointly on another project for the past three years supported by an earlier NSF grant. The new project is distinct, but grew out of a discovery made in the Barth lab during the earlier project related to a number line estimation task. In this task, participants are shown a line with numbers at each endpoint (e.g., 0 and 1,000) and asked to estimate where on the line a particular three-digit number would fall. The researchers found that participants had a tendency to place two numbers much farther apart on the line than they actually were when those numbers had a different first digit, even if they were quite close to each other in actuality (for example, 799 and 802). This was true even of adult participants, who have a good understanding of numbers.
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