This project contains the stimuli and materials used in Hurst, M. A., & Cordes, S. (2018). Attending to relations: Proportional reasoning in 3- to 6-year-old children. Developmental Psychology, 54(3), 428–439. https://doi.org/10.1037/dev0000440 The task was programmed using RealBasic (now called Xojo) and built in an application for running on Macs (the zip file). Included in this component is two folders, one for each task used in the experiment: (1) the primary spinner task and (2) the analogy task. For each task, the folder contains: - The .rbp program, but will only be openable if you have a RealBasic/Xojo license. - The application, within a zip file. This is openable on older macs (e.g., it does open on Macs running Mojave 10.14.6), but may not be on newer macs (e.g., it's not openable with Catalina 10.15.7) or on non-macs. To run properly, it also needs to be in the same folder as the stimuli folder (see below). Additionally, even if it does run on your OS, please be aware that things like spacing on the screen and other aspects might be different. Given this - I would not recommend using this application for research, but am including it here only if it's helpful to get a sense of what the full task was like. - All the image stimuli, including instructions and spinners, are provided in the PropTaskStim folder for the spinner task and the AnalogyTaskStim folder for the analogy task. In order for the program to run, this folder must be in the same folder as the program and the name must remain as it is. - The full instructions are given in the Procedure PDF. - Spinner Task Only: excel file called SpinnerTrials that contains the trials used in the spinner comparison task and which images were compared on each trial. The trials were presented in a random order within the Discrete and Continuous blocks, NOT the order presented in the file. - Analogy Task Only: .txt file called AboutAnalogyStimuli that unpacks how the stimuli are labaled. The analogy stimuli are of the form: Block_TrialNumber_STIM -- For the three options that are the question, in the form A:B::C:? the STIM is A, B, C. For the 5 options that are choice options, they are labeled as 1, 2, 3, 4, 5. So, for example, the image labeled as 1_2_3 is the 3rd response option from the second trial in the first block. **Abstract**: When proportional information is pit against whole number numerical information, children often attend to the whole number information at the expense of proportional information (e.g., indicating 4/9 is greater than 3/5 because 4 􏰺 3). In the current study, we presented younger (3- to 4-year-olds) and older (5- to 6-year-olds) children a task in which the proportional information was presented either continuously (units cannot be counted) or discretely (countable units; numerical information available). In the discrete conditions, older children showed numerical interference—responding based on the number of pieces instead of the proportion of pieces. However, older children easily overcame this poor strategy selection on discrete trials if they first had some experience with continuous, proportional strategies, suggesting this prevalent reliance on numerical information may be malleable. Younger children, on the other hand, showed difficulty with the proportion task, but showed evidence of proportional reasoning in a simplified estimation-style task, suggesting that younger children may still be developing their proportional and numerical skills in task-dependent ways. Lastly, across both age groups, performance on the proportional reasoning task in continuous contexts, but not discrete contexts, was related to more general analogical reasoning skills. Findings suggest that children’s proportional reasoning abilities are actively developing between the ages of 3 and 6 and may depend on domain general reasoning skills. We discuss the implications for this work for both cognitive development and education.