This paper shows, on the basis of an experiment, how concepts of numerical cognition help understand price memorization by children as consumers. We analyzed the influence of two presentations, based respectively on associative memorization and on the number line, on various forms of price memorization, while controlling for individual differences in buying behavior. We show that recall and recognition are facilitated by a presentation based on the associative memorization, whereas knowledge of the relative position is supported by the number line format.
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