Identifying distinct sources of whole number interference in children's decimal comparison: the role of numerical magnitude and inhibitory control.

The article focuses on research examining how whole number knowledge interferes with children's learning of decimals, specifically through two types of interference: digit length interference (assuming more digits mean a larger number) and whole referent magnitude interference (comparing numbers without considering decimal placement). The study involved 178 students in grades 6-8 from two U.S. school districts who completed decimal comparison and inhibitory control tasks. Findings suggest that decimal learning involves an initial abrupt conceptual shift followed by gradual improvement, with inhibitory control aiding in overcoming digit length interference but not whole referent magnitude interference. These results support aspects of both the conceptual change and dual process accounts of learning counterintuitive knowledge. The research is based on a preprint that has not yet undergone peer review. [Extracted from the article]