The log-linear response function of the bounded number-line task is unrelated to the psychological representation of quantity

The bounded number-line task has been used extensively to assess the numerical competence of both children and adults. One consistent finding is that young children display a logarithmic response function, whereas older children and adults display a more linear response function. Traditionally, these log-linear functions have been interpreted as providing a transparent window onto the nature of the participants’ psychological representation of quantity (termed here a direct response strategy). Here we show that the direct response strategy produces the log-linear response function regardless of whether the psychological representation of quantity is compressive or expansive. Simply put, the log-linear response function results from task constraints rather than the psychological representation of quantities. We also demonstrate that a proportion/subtraction response strategy produces response patterns that almost perfectly correlate with the psychological representation of quantity. We therefore urge researchers not to interpret the log-linear response pattern in terms of numerical representation