Proceedings of the Annual Meeting of the Cognitive Science Society

Previous work has used pairwisesimilarityjudgments among numerals to reveal development in conceptions ofnumber,from exclusively attending to magnitude in kindergarten to including properties likeparityin middle school. In adulthood,these representations appear to settle on more advanced number properties. We extend this work with the goal of observingindividual rather than group-level number representations by administering pairwise similarity tasks at two separate timepoints to determine individual consistency. Specifically, we use two 10-item number (and kinship term for comparison)sets exemplifying a variety of mathematical concepts (e.g., primeness) to 48 students across grades 3-7. Multidimensionalscaling analyses reveal magnitude as the most pervasive feature and reflect differences in attended numerical featuresrelative to score on a math assessment. Analyses are ongoing, but the consistency of this measure in a short time-framewill validate its usability as a subtle pre- and post-test surrounding concept-specific education or interventions.