Imagine that you are sitting in your office when a small child comes bounding into the room, filled with curiosity. They look around the room and begin to question everything they see before their eyes fall on a large bookshelf against the wall. The little child looks at the shelf in awe and exclaims: “There must be a million books there!” Most of us who have spent time with a small child at some point have probably heard them exaggerate when it comes to guessing the quantity of something, but not all of us have thought about why why this could happen. Interestingly, when a person looks at an object presented in front of him, he also has an idea of ​​the amount in front of him, and this develops more and more with age. It's not innate. In Ashcraft and Moore's article, the authors study the development of an individual's numerical concept. The two authors have written a few articles together and Ashcraft is currently chair of the psychology department at the University of Nevada, Las Vegas and has written about 12 research-based articles. Ashcraft's area of ​​interest lies in the study of problems related to mathematical cognition and many of his articles, such as the one referenced here, explore this area of ​​cognition. This article has also been referenced in at least 15 other articles and appears to be a reliable source on the subject. In the original article that I chose to reproduce, the authors tested elementary-aged children and a small group of college students. In the study, a number line was presented on a computer screen with the appropriate parameters displayed below the line, 0 was placed on the left, and a number, 100 or 1,000, was presented on the right. They showed a pound mark on the screen in the middle of the paper......in the jar, I ignored the students counting the candies and trying to mathematically calculate the amount in the jar. In the second repeat of the study, I think that if I had given the students a larger sample size, it would have yielded clearer results than the amount I gave. I also had no way of knowing if students were actually guessing or counting the amount on the page. I believe I understand the original study much better after my attempt to duplicate it and adapt it to an academic context. If I had to do it again, I would do what I can to limit the variables, such as allowing students to count. The experiment could also benefit greatly from a sample with larger age differences. Works Cited Ashcraft, M. &. (2012). Cognitive processes of numerical estimation in children. Journal of Experimental Child Psychology , 246-267.