Spatial-numerical associations in first-graders: evidence from a manual-pointing task.
Psychol Res
; 83(5): 885-893, 2019 Jul.
Article
en En
| MEDLINE
| ID: mdl-28799042
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.
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Percepción Espacial
/
Conducta de Elección
/
Orientación Espacial
Tipo de estudio:
Risk_factors_studies
Límite:
Child
/
Child, preschool
/
Female
/
Humans
/
Male
Idioma:
En
Revista:
Psychol Res
Año:
2019
Tipo del documento:
Article
País de afiliación:
Suiza
Pais de publicación:
Alemania