Spatial-numerical associations in first-graders : evidence from a manual-pointing task

No Thumbnail Available
Files
There are no files associated with this item.
Date
2019
Authors
Möhring, Wenke
Ishihara, Masami
Curiger, Jacqueline
Editors
Contact
Journal ISSN
Electronic ISSN
ISBN
Bibliographical data
Publisher
Series
URI (citable link)
DOI (citable link)
ArXiv-ID
International patent number
Link to the license
oops
EU project number
Project
Open Access publication
Collections
Restricted until
Title in another language
Research Projects
Organizational Units
Journal Issue
Publication type
Journal article
Publication status
Published
Published in
Psychological research ; 83 (2019), 5. - pp. 885-893. - ISSN 0340-0727. - eISSN 1430-2772
Abstract
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.
Summary in another language
Subject (DDC)
150 Psychology
Keywords
Conference
Review
undefined / . - undefined, undefined. - (undefined; undefined)
Cite This
ISO 690MÖHRING, Wenke, Masami ISHIHARA, Jacqueline CURIGER, Andrea FRICK, 2019. Spatial-numerical associations in first-graders : evidence from a manual-pointing task. In: Psychological research. 83(5), pp. 885-893. ISSN 0340-0727. eISSN 1430-2772. Available under: doi: 10.1007/s00426-017-0904-4
BibTex
@article{Mohring2019-07Spati-41315,
  year={2019},
  doi={10.1007/s00426-017-0904-4},
  title={Spatial-numerical associations in first-graders : evidence from a manual-pointing task},
  number={5},
  volume={83},
  issn={0340-0727},
  journal={Psychological research},
  pages={885--893},
  author={Möhring, Wenke and Ishihara, Masami and Curiger, Jacqueline and Frick, Andrea}
}
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/41315">
    <dc:contributor>Curiger, Jacqueline</dc:contributor>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43"/>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2018-02-13T15:54:54Z</dcterms:available>
    <dc:creator>Ishihara, Masami</dc:creator>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2018-02-13T15:54:54Z</dc:date>
    <dc:contributor>Frick, Andrea</dc:contributor>
    <dcterms:abstract xml:lang="eng">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.</dcterms:abstract>
    <dcterms:issued>2019-07</dcterms:issued>
    <dcterms:title>Spatial-numerical associations in first-graders : evidence from a manual-pointing task</dcterms:title>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43"/>
    <dc:contributor>Möhring, Wenke</dc:contributor>
    <dc:language>eng</dc:language>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dc:creator>Möhring, Wenke</dc:creator>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/41315"/>
    <dc:creator>Frick, Andrea</dc:creator>
    <dc:contributor>Ishihara, Masami</dc:contributor>
    <dc:creator>Curiger, Jacqueline</dc:creator>
  </rdf:Description>
</rdf:RDF>
Internal note
xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter
Contact
URL of original publication
Test date of URL
Examination date of dissertation
Method of financing
Comment on publication
Alliance license
Corresponding Authors der Uni Konstanz vorhanden
International Co-Authors
Bibliography of Konstanz
Yes
Refereed
Yes