Skip to main content
Top
Gepubliceerd in: Psychological Research 6/2015

19-10-2014 | Original Article

Development of spatial preferences for counting and picture naming

Auteurs: Birgit Knudsen, Martin H. Fischer, Gisa Aschersleben

Gepubliceerd in: Psychological Research | Uitgave 6/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

The direction of object enumeration reflects children’s enculturation but previous work on the development of such spatial preferences has been inconsistent. Therefore, we documented directional preferences in finger counting, object counting, and picture naming for children (4 groups from 3 to 6 years, N = 104) and adults (N = 56). We found a right-side preference for finger counting in 3- to 6-year-olds and a left-side preference for counting objects and naming pictures by 6 years of age. Children were consistent in their special preferences when comparing object counting and picture naming, but not in other task pairings. Finally, spatial preferences were not related to cardinality comprehension. These results, together with other recent work, suggest a gradual development of spatial-numerical associations from early non-directional mappings into culturally constrained directional mappings.
Literatuur
go back to reference Bachot, J., Gevers, W., Fias, W., & Roeyers, H. (2005). Number sense in children with visuospatial disabilities: orientation of the mental number line. Psychology Science, 47, 172–183. Bachot, J., Gevers, W., Fias, W., & Roeyers, H. (2005). Number sense in children with visuospatial disabilities: orientation of the mental number line. Psychology Science, 47, 172–183.
go back to reference Bender, A., & Beller, S. (2012). Nature and culture of finger counting: diversity and representational effects of an embodied cognitive tool. Cognition, 124, 156–182.CrossRefPubMed Bender, A., & Beller, S. (2012). Nature and culture of finger counting: diversity and representational effects of an embodied cognitive tool. Cognition, 124, 156–182.CrossRefPubMed
go back to reference Berch, D. B., Foley, E. J., Hill, R. J., & Ryan, P. M. (1999). Extracting parity and magnitude from Arabic numerals: developmental changes in number processing and mental representation. Journal of Experimental Child Psychology, 74, 286–308.CrossRefPubMed Berch, D. B., Foley, E. J., Hill, R. J., & Ryan, P. M. (1999). Extracting parity and magnitude from Arabic numerals: developmental changes in number processing and mental representation. Journal of Experimental Child Psychology, 74, 286–308.CrossRefPubMed
go back to reference Briars, D. J., & Siegler, R. S. (1984). A featural analysis of preschoolers’ counting knowledge. Developmental Psychology, 20, 607–618.CrossRef Briars, D. J., & Siegler, R. S. (1984). A featural analysis of preschoolers’ counting knowledge. Developmental Psychology, 20, 607–618.CrossRef
go back to reference Bueti, D., & Walsh, V. (2009). The parietal cortex and the representation of time, space, number and other magnitudes. Philosophical Transaction of the Royal Society-Biological Section, 364, 1831–1840.CrossRef Bueti, D., & Walsh, V. (2009). The parietal cortex and the representation of time, space, number and other magnitudes. Philosophical Transaction of the Royal Society-Biological Section, 364, 1831–1840.CrossRef
go back to reference Bulf, H., de Hevia, M. D., & Macchi Cassia, V. (2014). Do numbers orient visual attention in infants? Evidence from an eye-tracking study. Berlin: Poster presented at the International Conference on Infant Studies. Bulf, H., de Hevia, M. D., & Macchi Cassia, V. (2014). Do numbers orient visual attention in infants? Evidence from an eye-tracking study. Berlin: Poster presented at the International Conference on Infant Studies.
go back to reference Conant, L. L. (1896/1960). Counting. In J. R. Newman, (Ed). The world of mathematics, vol. I (pp. 432–441). London: George Allen and Unwin Ltd. Conant, L. L. (1896/1960). Counting. In J. R. Newman, (Ed). The world of mathematics, vol. I (pp. 432–441). London: George Allen and Unwin Ltd.
go back to reference Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and numerical magnitude. Journal of Experimental Psychology: General, 122, 371–396.CrossRef Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and numerical magnitude. Journal of Experimental Psychology: General, 122, 371–396.CrossRef
go back to reference Dehaene, S., & Brannon, E. (2011). Space, time, and numbers. Oxford: University Press. Dehaene, S., & Brannon, E. (2011). Space, time, and numbers. Oxford: University Press.
go back to reference de Hevia, M. D., Girelli, L., Addabbo, M., & Macchi Cassia, V. (2014). Human infants’ preference for left-to-right oriented increasing numerical sequences. PLoS ONE, 9, e96412.PubMedCentralCrossRefPubMed de Hevia, M. D., Girelli, L., Addabbo, M., & Macchi Cassia, V. (2014). Human infants’ preference for left-to-right oriented increasing numerical sequences. PLoS ONE, 9, e96412.PubMedCentralCrossRefPubMed
go back to reference de Hevia, M. D., Vanderslice, M., & Spelke, E. S. (2012). Cross-dimensional mapping of number, length and brightness by preschool children. PLoS ONE, 7, e35530.PubMedCentralCrossRefPubMed de Hevia, M. D., Vanderslice, M., & Spelke, E. S. (2012). Cross-dimensional mapping of number, length and brightness by preschool children. PLoS ONE, 7, e35530.PubMedCentralCrossRefPubMed
go back to reference Ebersbach, M., Luwel, K., & Verschaffel, L. (2014). Further evidence for a spatial-numerical association in children before formal schooling. Experimental Psychology, 61, 323–329.CrossRefPubMed Ebersbach, M., Luwel, K., & Verschaffel, L. (2014). Further evidence for a spatial-numerical association in children before formal schooling. Experimental Psychology, 61, 323–329.CrossRefPubMed
go back to reference Fischer, M. H. (2008). Finger counting habits modulate spatial-numerical associations. Cortex, 44, 386–392.CrossRefPubMed Fischer, M. H. (2008). Finger counting habits modulate spatial-numerical associations. Cortex, 44, 386–392.CrossRefPubMed
go back to reference Flegg, G. (1989). Numbers through the ages. London: Macmillan, Open University. Flegg, G. (1989). Numbers through the ages. London: Macmillan, Open University.
go back to reference Gelman, R., & Gallistel, C. R. (1978). The child’s understanding of number. Cambridge: Harvard University Press. Gelman, R., & Gallistel, C. R. (1978). The child’s understanding of number. Cambridge: Harvard University Press.
go back to reference Göbel, S. M., Shaki, S., & Fischer, M. H. (2011). The cultural number line: a review of cultural and linguistic influences on the development of number processing. Journal of Cross-Cultural Psychology, 42, 543–565.CrossRef Göbel, S. M., Shaki, S., & Fischer, M. H. (2011). The cultural number line: a review of cultural and linguistic influences on the development of number processing. Journal of Cross-Cultural Psychology, 42, 543–565.CrossRef
go back to reference Gracia-Bafalluy, M., & Noël, M. P. (2008). Does finger training increase young children’s numerical performance? Cortex, 44, 368–375.CrossRefPubMed Gracia-Bafalluy, M., & Noël, M. P. (2008). Does finger training increase young children’s numerical performance? Cortex, 44, 368–375.CrossRefPubMed
go back to reference Hung, Y.-H., Hung, D. L., Tzeng, O. J.-L., & Wu, D. H. (2008). Flexible spatial mapping of different notations of numbers in Chinese readers. Cognition, 106, 1441–1450.CrossRefPubMed Hung, Y.-H., Hung, D. L., Tzeng, O. J.-L., & Wu, D. H. (2008). Flexible spatial mapping of different notations of numbers in Chinese readers. Cognition, 106, 1441–1450.CrossRefPubMed
go back to reference Kamawar, D., LeFevre, J., Bisanz, J., Fast, L., Skwarchuk, S. L., Smith-Chant, B. L., et al. (2010). Knowledge of counting principles: how relevant is order irrelevance? Journal of Experimental Child Psychology, 105, 138–145.CrossRefPubMed Kamawar, D., LeFevre, J., Bisanz, J., Fast, L., Skwarchuk, S. L., Smith-Chant, B. L., et al. (2010). Knowledge of counting principles: how relevant is order irrelevance? Journal of Experimental Child Psychology, 105, 138–145.CrossRefPubMed
go back to reference Le Corre, M., & Carey, S. (2007). One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles. Cognition, 105, 395–438.CrossRefPubMed Le Corre, M., & Carey, S. (2007). One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles. Cognition, 105, 395–438.CrossRefPubMed
go back to reference LeFevre, J., Smith-Chant, B. L., Fast, L., Skwarchuk, S., Sargla, E., Arnup, J. S., et al. (2006). What counts as knowing? The development of conceptual and procedural knowledge of counting from Kindergarten to Grade 2. Journal of Experimental Child Psychology, 93, 285–303.CrossRefPubMed LeFevre, J., Smith-Chant, B. L., Fast, L., Skwarchuk, S., Sargla, E., Arnup, J. S., et al. (2006). What counts as knowing? The development of conceptual and procedural knowledge of counting from Kindergarten to Grade 2. Journal of Experimental Child Psychology, 93, 285–303.CrossRefPubMed
go back to reference Lindemann, O., Alipour, A., & Fischer, M. H. (2011). Finger counting habits in Middle-Eastern and Western individuals: an online survey. Journal of Cross-Cultural Psychology, 42, 566–578.CrossRef Lindemann, O., Alipour, A., & Fischer, M. H. (2011). Finger counting habits in Middle-Eastern and Western individuals: an online survey. Journal of Cross-Cultural Psychology, 42, 566–578.CrossRef
go back to reference Newman, S. D., & Soylu, F. (2014). The impact of finger counting habits on arithmetic in adults and children. Psychological Research, 78, 549–556.CrossRefPubMed Newman, S. D., & Soylu, F. (2014). The impact of finger counting habits on arithmetic in adults and children. Psychological Research, 78, 549–556.CrossRefPubMed
go back to reference Noël, M. E. (2005). Finger gnosia: a predictor of numerical abilities in children? Child Neuropsychology, 11, 413–430.CrossRefPubMed Noël, M. E. (2005). Finger gnosia: a predictor of numerical abilities in children? Child Neuropsychology, 11, 413–430.CrossRefPubMed
go back to reference Opfer, J. E., & Furlong, E. E. (2011). How numbers bias preschoolers’ spatial search. Journal of Cross-Cultural Psychology, 42, 682–695.CrossRef Opfer, J. E., & Furlong, E. E. (2011). How numbers bias preschoolers’ spatial search. Journal of Cross-Cultural Psychology, 42, 682–695.CrossRef
go back to reference Opfer, J. E., Thompson, C. A., & Furlong, E. E. (2010). Early development of spatial-numeric associations: evidence from spatial and quantitative performance of preschoolers. Developmental Science, 13, 761–771.CrossRefPubMed Opfer, J. E., Thompson, C. A., & Furlong, E. E. (2010). Early development of spatial-numeric associations: evidence from spatial and quantitative performance of preschoolers. Developmental Science, 13, 761–771.CrossRefPubMed
go back to reference Opfer, J. E., & Thompson, C. A. (2006). Even early representations of numerical magnitude are spatially organized: Evidence from a directional magnitude bias in pre-reading preschoolers. In R. Sun & N. Miyake (Eds.), Proceedings of the 28th annual cognitive science society (pp. 639–644). Mahwah: Erlbaum. Opfer, J. E., & Thompson, C. A. (2006). Even early representations of numerical magnitude are spatially organized: Evidence from a directional magnitude bias in pre-reading preschoolers. In R. Sun & N. Miyake (Eds.), Proceedings of the 28th annual cognitive science society (pp. 639–644). Mahwah: Erlbaum.
go back to reference Patro, K., & Haman, M. (2012). The spatial-numerical congruity effect in preschoolers. Journal of Experimental Child Psychology, 111, 534–542.CrossRefPubMed Patro, K., & Haman, M. (2012). The spatial-numerical congruity effect in preschoolers. Journal of Experimental Child Psychology, 111, 534–542.CrossRefPubMed
go back to reference Previtali, P., Rinaldi, L., & Girelli, L. (2011). Nature of nurture in finger counting: a review on the determinants of the direction of number-finger mapping. Frontiers in Psychology, 2, 363.PubMedCentralCrossRefPubMed Previtali, P., Rinaldi, L., & Girelli, L. (2011). Nature of nurture in finger counting: a review on the determinants of the direction of number-finger mapping. Frontiers in Psychology, 2, 363.PubMedCentralCrossRefPubMed
go back to reference Rinaldi, L., & Girelli, L. (2011). The role of number-space associations in preschoolers’ numerical competence. Beer Sheva: Poster Presented at the Workshop in Typical and Atypical Neurocognitive Aspects of Numerical Processing. Rinaldi, L., & Girelli, L. (2011). The role of number-space associations in preschoolers’ numerical competence. Beer Sheva: Poster Presented at the Workshop in Typical and Atypical Neurocognitive Aspects of Numerical Processing.
go back to reference Rodríguez, P., Lago, M. O., Enesco, I., & Guerrero, S. (2013). Children’s understandings of counting: detection of errors and pseudoerrors by kindergarten and primary school children. Journal of Experimental Child Psychology, 114, 35–46.CrossRefPubMed Rodríguez, P., Lago, M. O., Enesco, I., & Guerrero, S. (2013). Children’s understandings of counting: detection of errors and pseudoerrors by kindergarten and primary school children. Journal of Experimental Child Psychology, 114, 35–46.CrossRefPubMed
go back to reference Rugani, R., Kelly, D. M., Szelest, I., Regolin, L., & Vallortigara, G. (2010). Is it only humans that count from left to right? Biology Letters, 6, 290–292.PubMedCentralCrossRefPubMed Rugani, R., Kelly, D. M., Szelest, I., Regolin, L., & Vallortigara, G. (2010). Is it only humans that count from left to right? Biology Letters, 6, 290–292.PubMedCentralCrossRefPubMed
go back to reference Rugani, R., Vallortigara, G., Vallini, B., & Regolin, L. (2011). Asymmetrical number-space mapping in the avian brain. Neurobiology of Learning and Memory, 95, 231–238.CrossRefPubMed Rugani, R., Vallortigara, G., Vallini, B., & Regolin, L. (2011). Asymmetrical number-space mapping in the avian brain. Neurobiology of Learning and Memory, 95, 231–238.CrossRefPubMed
go back to reference Sarnecka, B. W., & Carey, S. (2008). How counting represents number: what children must learn and when they learn it. Cognition, 108, 662–674.CrossRefPubMed Sarnecka, B. W., & Carey, S. (2008). How counting represents number: what children must learn and when they learn it. Cognition, 108, 662–674.CrossRefPubMed
go back to reference Sato, M., & Lalain, M. (2008). On the relationship between handedness and hand-digit mapping in finger counting. Cortex, 44, 393–399.CrossRefPubMed Sato, M., & Lalain, M. (2008). On the relationship between handedness and hand-digit mapping in finger counting. Cortex, 44, 393–399.CrossRefPubMed
go back to reference Shaki, S., Fischer, M. H., & Göbel, S. M. (2012). The origin of number-space associations: a comparative study of spatially directional counting biases in cultures with different reading directions. Journal of Experimental Child Psychology, 112, 275–281.CrossRefPubMed Shaki, S., Fischer, M. H., & Göbel, S. M. (2012). The origin of number-space associations: a comparative study of spatially directional counting biases in cultures with different reading directions. Journal of Experimental Child Psychology, 112, 275–281.CrossRefPubMed
go back to reference Shaki, S., Fischer, M. H., & Petrusic, W. M. (2009). Reading habits for both words and numbers contribute to the SNARC effect. Psychonomic Bulletin & Review, 16, 328–331.CrossRef Shaki, S., Fischer, M. H., & Petrusic, W. M. (2009). Reading habits for both words and numbers contribute to the SNARC effect. Psychonomic Bulletin & Review, 16, 328–331.CrossRef
go back to reference Tomasello, M., Carpenter, M., & Liszkowski, U. (2007). A new look at infant pointing. Child Development, 78, 705–722.CrossRefPubMed Tomasello, M., Carpenter, M., & Liszkowski, U. (2007). A new look at infant pointing. Child Development, 78, 705–722.CrossRefPubMed
go back to reference Van Galen, M. S., & Reitsma, P. (2008). Developing access to number magnitude: a study of the SNARC effect in 7- to 9-year-olds. Journal of Experimental Child Psychology, 101, 99–113.CrossRefPubMed Van Galen, M. S., & Reitsma, P. (2008). Developing access to number magnitude: a study of the SNARC effect in 7- to 9-year-olds. Journal of Experimental Child Psychology, 101, 99–113.CrossRefPubMed
go back to reference Walsh, V. (2003). A theory of magnitude: common cortical metrics of time, space and quantity. Trends in Cognitive Sciences, 7, 483–488.CrossRefPubMed Walsh, V. (2003). A theory of magnitude: common cortical metrics of time, space and quantity. Trends in Cognitive Sciences, 7, 483–488.CrossRefPubMed
go back to reference White, S., Szűcs, D., & Soltesz, F. (2012). The integration of magnitude and spatial representations in children aged 6 to 8 years. Frontiers in Psychology, 2, 392.PubMedCentralPubMed White, S., Szűcs, D., & Soltesz, F. (2012). The integration of magnitude and spatial representations in children aged 6 to 8 years. Frontiers in Psychology, 2, 392.PubMedCentralPubMed
go back to reference William, B. P., & William, R. S. (1995). Finger numbers in the greco-roman world and the early middle ages. Isis, 86, 587–608.CrossRef William, B. P., & William, R. S. (1995). Finger numbers in the greco-roman world and the early middle ages. Isis, 86, 587–608.CrossRef
go back to reference Woodward, A. L., & Guajardo, J. J. (2002). Infants’ understanding of the point gesture as an object-directed action. Cognitive Development, 17, 1061–1084.CrossRef Woodward, A. L., & Guajardo, J. J. (2002). Infants’ understanding of the point gesture as an object-directed action. Cognitive Development, 17, 1061–1084.CrossRef
go back to reference Wynn, K. (1992). Children’s acquisition of the number words and the counting system. Cognitive Psychology, 24, 220–251.CrossRef Wynn, K. (1992). Children’s acquisition of the number words and the counting system. Cognitive Psychology, 24, 220–251.CrossRef
go back to reference Zebian, S. (2005). Linkages between number concepts, spatial thinking, and directionality of writing: The SNARC effect and the reverse SNARC effect in English and Arabic monoliterates, biliterates, and illiterate Arabic speakers. Journal of Cognition and Culture, 5, 165–190.CrossRef Zebian, S. (2005). Linkages between number concepts, spatial thinking, and directionality of writing: The SNARC effect and the reverse SNARC effect in English and Arabic monoliterates, biliterates, and illiterate Arabic speakers. Journal of Cognition and Culture, 5, 165–190.CrossRef
Metagegevens
Titel
Development of spatial preferences for counting and picture naming
Auteurs
Birgit Knudsen
Martin H. Fischer
Gisa Aschersleben
Publicatiedatum
19-10-2014
Uitgeverij
Springer Berlin Heidelberg
Gepubliceerd in
Psychological Research / Uitgave 6/2015
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI
https://doi.org/10.1007/s00426-014-0623-z

Andere artikelen Uitgave 6/2015

Psychological Research 6/2015 Naar de uitgave