Using an interference paradigm, we show across three experiments that adults' order judgments of numbers, sizes, or combined area of dots in pairs of arrays occur spontaneously and automatically, but at different speeds and levels of accuracy. Experiment 1 used circles whose sizes varied between but not within arrays. Variation in circle size interfered with judgments of which array had more circles. Experiment 2 used displays in which circle size varied within and between arrays. Between-array differences in the amount of ''circle stuff'' (area occupied by circles) interfered with judgments of number. Experiment 3 examined whether variation in number also interferes with judgments of area. Interference between discrete and continuous stimulus dimensions occurred in both directions, although it was stronger from the continuous to the discrete than vice versa. These results bear on interpretations of studies with infants and preschoolers wherein subjects respond on the basis of continuous quantity rather than discrete quantity. In light of our results with adults, these findings do not license the conclusion that young children cannot represent discrete quantity. Absent data on attentional hierarchies and speed of processing, it is premature to conclude that infant and child quantity processes are fundamentally different from that of adults.attention ͉ child development ͉ estimation ͉ interference ͉ quantity T he capacity to represent both discrete and continuous quantity is found in both humans and nonhuman animals (1-3). Discrimination functions in animals and humans yield similar variability signatures for different dimensions of quantification (time, number, distance, and size), suggesting the use of a common representational format across species (4-7) and domains (discrete vs. continuous quantity).Questions of when in development different quantitative dimensions are represented and how these representations interact have become important issues in research on the development of numerical cognition in humans. On one view, preverbal numerical representations like those found in nonhuman animals are present at a very early age and form the basis for children's later numerical accomplishments, such as counting and the understanding of arithmetic operations (ordination, addition, and subtraction). Consistent with this view are reports that infants discriminate numerically small sets of one to three items (8-10), and larger pairs, like 8 vs. 16 (11). They also respond appropriately to the effects of addition and subtraction (12) and show intermodal numerical matching (13) and intermodal addition (14).The alternative view is that the ability to represent number (discrete quantity) appears late in development. On this view, infants' behavior in ostensibly numerical experiments is controlled by variation along covarying nonnumerical continuous dimensions of the stimuli (15). Discrete displays span various lengths, and the items cover varying amounts of surface or occupy varying volumes. Studies designed to investig...