Swipe om te navigeren naar een ander artikel
This research was supported by a Research Grant from the Swiss National Science Foundation # PP00P1_150486. We are grateful to Lisa Heid and Sarah Dubach for their support with data collection.
The current study investigated whether children’s mental representations of numbers are organized spatially at the onset of formal schooling using a manual-pointing task. First-graders (N = 77) saw four numbers (1, 3, 7, 9) presented randomly in four spatial positions (extreme left, left, right, extreme right) on a touch screen. In a Go/No-Go task, children were asked to press the appearing numbers as fast and accurately as possible, but only when the numbers were “smaller” (or “larger” in a different block) than 5. Results indicated that response times were significantly affected by the spatial position in which the different numbers were presented. Response times for small numbers (1 and 3) increased and response times for large numbers (7 and 9) decreased, the more they were presented towards the right side of the screen. These findings suggested that first-graders spontaneously employed a spatial number representation that was oriented from left to right. Furthermore, this left-to-right organization could not be easily changed by priming a different direction. Our findings indicate that even young children map numbers continuously onto space.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Briars, D., & Siegler, R. S. (1984). A featural analysis of preschoolers’ counting knowledge. Developmental Psychology, 20, 607–618. CrossRef
Bruner, J. S., Olver, R. O., & Greenfield, P. M. (1966). Studies in cognitive growth. New York: Wiley.
Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122, 371. CrossRef
Ebersbach, M. (2015). Evidence for a spatial–numerical association in kindergartners using a number line task. Journal of Cognition and Development, 16, 118–128. CrossRef
Fias, W., Brysbaert, M., Geypens, F., & d’Ydewalle, G. (1996). The importance of magnitude information in numerical processing: Evidence from the SNARC effect. Mathematical Cognition, 2, 95–110. CrossRef
Fischer, M. H., & Shaki, S. (2014). Spatial associations in numerical cognition: From single digits to arithmetic. Quarterly Journal of Experimental Psychology, 67, 1461–1483. CrossRef
Gevers, W., Verguts, T., Reynvoet, B., Caessens, B., & Fias, W. (2006). Numbers and space: A computational model of the SNARC effect. Journal of Experimental Psychology: Human Perception and Performance, 32, 32–44. PubMed
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
Kosslyn, S. M. (1978). The representational-development hypothesis. In P. A. Ornstein (Ed.), Memory development in children (pp. 157–189). Hillsdale, NJ: Erlbaum.
Piaget, J., & Inhelder, B. (1956). The child’s conception of space (F. J. Langdon & J. L. Lunzer, Trans.). New York: Norton. (Original work published 1948).
Wood, G., Nuerk, H.-C., Willmes, K., & Fischer, M. H. (2008). On the link between space and number: A meta-analysis of the SNARC effect. Psychology Science, 50, 489–525.
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
- Spatial–numerical associations in first-graders: evidence from a manual-pointing task
- Springer Berlin Heidelberg