Acceso abierto

Playing Reading, Using Hands: Which Activities are Linked to Number-Space Processing in Preschool Children?


Cite

Bender, A., & Beller, S. (2012). Nature and culture of finger counting: Diversity and representational effects of an embodied cognitive tool. Cognition, 124, 156-182. doi: 10.1016/j.cognition.2012.05.005 10.1016/j.cognition.2012.05.005Search in Google Scholar

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. doi: 10.1006/jecp.1999.251810.1006/jecp.1999.2518Search in Google Scholar

Bradshaw, J. L., Spataro, J. A., Harris, M., Nettleton, N. C., & Bradshaw, J. (1988). Crossing the midline by four to eight year old children. Neuropsychologia, 26, 221-235. doi: 10.1016/0028-3932(88)90076-010.1016/0028-3932(88)90076-0Search in Google Scholar

Bulf, H., de Hevia, M. D. and Macchi Cassia, V. (2016), Small on the left, large on the right: numbers orient visual attention onto space in preverbal infants. Developmental Science, 19, 394-401. doi: 10.1111/desc.12315 10.1111/desc.12315Search in Google Scholar

Carlier, M., Doyen, A. L., & Lamard, C. (2006). Midline crossing: Developmental trend from 3 to 10 years of age in a preferential card-reaching task. Brain and Cognition, 61, 255-261. doi: 10.1016/j.bandc.2006.01.007 10.1016/j.bandc.2006.01.007Search in Google Scholar

Chokron, S., Kazandjian, S., & De Agostini, M. (2009). Effects of reading direction on visuospatial organization: a critical review. In A. Gari & K. Mylonas (Eds.), Quod erat demonstrandum: from Herodotus' ethnographic journeys to cross-cultural research (pp. 107-114). Athens: Pedio Books Publishing. Search in Google Scholar

Cipora, K., Patro, K., & Nuerk, H.-C. (2015). Are spatial-numerical associations genuinely correlated with math performance? A review and taxonomy proposal. Mind, Brain, and Education, 9, 190-206. doi: 10.1111/mbe.12093 10.1111/mbe.12093Search in Google Scholar

Crollen, V., Mahe, R., Collignon, O., & Seron, X. (2011). The role of vision in the development of finger-number interactions: Finger-counting and finger-montring in blind children. Journal of Experimental Child Psychology, 109, 525-539. doi: 10.1016/j.jecp.2011.03.011 10.1016/j.jecp.2011.03.011Search in Google Scholar

Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122, 371. doi: 10.1037/0096-3445.122.3.371 10.1037/0096-3445.122.3.371Search in Google Scholar

de Hevia, M. D., Girelli, L., Addabbo, M., & Cassia, V. M. (2014). Human Infants' Preference for Left-to-Right Oriented Increasing Numerical Sequences. PloS One, 9, e96412. doi: 10.1371/journal.pone.0096412 10.1371/journal.pone.0096412Search in Google Scholar

de Hevia, M. D., Girelli, L., & Cassia, V. M. (2012). Minds without language represent number through space: origins of the mental number line. Frontiers in Psychology, 3, 466. 10.3389/fpsyg.2012.00466Search in Google Scholar

Ebersbach, M., Luwel, K., & Verschaffel, L. (2014). Further Evidence for a Spatial-Numerical Association in Children Before Formal Schooling. Experimental Psychology, 61, 323-329. doi: 10.1027/1618-3169/a000250 10.1027/1618-3169/a000250Search in Google Scholar

Evans, M. A., & Saint-Aubin, J. (2005). What children are looking at during shared storybook reading evidence from eye movement monitoring. Psychological Science, 16, 913-920. doi: 10.1111/j.1467-9280.2005.01636.x 10.1111/j.1467-9280.2005.01636.xSearch in Google Scholar

Fischer, M. H. (2008). Finger counting habits modulate spatial-numerical associations. Cortex, 44, 386-392. doi: 10.1016/j.cortex.2007.08.004 10.1016/j.cortex.2007.08.004Search in Google Scholar

Fischer, M. H., & Brugger, P. (2011). When digits help digits: spatial-numerical associations point to finger counting as prime example of embodied cognition. Frontiers in Psychology, 2, 260.10.3389/fpsyg.2011.00260Search in Google Scholar

Fischer, M. H., & Shaki, S. (2014). Spatial associations in numerical cognition- From single digits to arithmetic. The Quarterly Journal of Experimental Psychology, 67, 1461-1483. doi: 10.1080/17470218.2014.92751510.1080/17470218.2014.927515Search in Google Scholar

Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25, 64-103. doi: 10.1016/j.dr.2004.08.009 10.1016/j.dr.2004.08.009Search in Google Scholar

Gabbard, C., Helbig, C. R., & Gentry, V. (2001). Lateralized effects on reaching by children. Developmental Neuropsychology, 19, 41-51. doi: 10.1207/S15326942DN1901_4 10.1207/S15326942DN1901_4Search in Google Scholar

Gevers, W., & Lammertyn, J. (2005). The hunt for SNARC. Psychology Science, 47, 10-21. Gleissner, B., Bekkering, H., & Meltzoff, A. N. (2000). Children’s coding of human action: cognitive factors influencing imitation in 3-year-old. Developmental Science, 3, 405-414. doi: 10.1111/1467-7687.00135 10.1111/1467-7687.00135Search in Google Scholar

Göbel, S. M. (2015). Up or down? Reading direction influences vertical counting direction in the horizontal plane - a cross-cultural comparison. Frontiers in Psychology, 6 ,228. doi: 10.3389%2Ffpsyg.2015.00228 10.3389/fpsyg.2015.00228Search in Google Scholar

Göbel, S. M., Fischer, M. H., & Shaki, S. (2014). Experience counts: Transmitting culture through space. In Poster session at 32th European Worshop on Cognitive Neuropsychology, Bressanone. Gudmundsson, E. (1993). Lateral preference of preschool and primary school children. Perceptual and Motor Skills, 77, 819-828. doi: 10.2466/ pms.1993.77.3.819 Search in Google Scholar

Halberda, J., & Feigenson, L. (2008). Developmental change in the acuity of the “Number Sense”: The Approximate Number System in 3-, 4-, 5-, and 6-year-olds and adults. Developmental Psychology, 44, 1457-1465. doi: 10.1037/ a0012682 10.1037/a0012682Search in Google Scholar

Hausmann, M., Waldie, K. E., & Corballis, M. C. (2003). Developmental changes in line bisection: A result of callosal maturation?. Neuropsychology, 17, 155. doi: 10.1037/0894-4105.17.1.155 10.1037/0894-4105.17.1.155Search in Google Scholar

Hoffmann, D., Hornung, C., Martin, R., & Schiltz, C. (2013). Developing number-space associations: SNARC effects using a color discrimination task in 5-year-olds. Journal of Experimental Child Psychology, 116, 775-791. doi: 10.1016/j.jecp.2013.07.013 10.1016/j.jecp.2013.07.013Search in Google Scholar

Imbo, I., Brauwer, J. D., Fias, W., & Gevers, W. (2012). The development of the SNARC effect: evidence for early verbal coding. Journal of Experimental Child Psychology, 111, 671-680. doi: 10.1016/j.jecp.2011.09.002 10.1016/j.jecp.2011.09.002Search in Google Scholar

Kazandjian, S., & Chokron, S. (2008). Paying attention to reading direction. Nature Reviews Neuroscience, 9, 965-965. doi: 10.1038/nrn2456-c1 10.1038/nrn2456-c1Search in Google Scholar

Knudsen, B., Fischer, M. H., & Aschersleben, G. (2015). Development of spatial preferences for counting and picture naming. Psychological Research, 79(6), 939-949. doi: 10.1007/s00426-014-0623-z10.1007/s00426-014-0623-zSearch in Google Scholar

Leconte, P., & Fagard, J. (2006). Which factors affect hand selection in children’s grasping in hemispace? Combined effects of task demand and motor dominance. Brain and Cognition, 60, 88-93. doi: 10.1016/j. bandc.2005.09.009Search in Google Scholar

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. doi: 10.1016/j.cognition.2006.10.005 10.1016/j.cognition.2006.10.005Search in Google Scholar

Lieblich, A., Ninio, A., & Kugelmass, S. (1975). Developmental trends in directionality of drawing in Jewish and Arab Israeli children. Journal of Cross-Cultural Psychology, 6, 504-511. doi: 10.1177/002202217564013 10.1177/002202217564013Search in Google Scholar

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. doi: 10.1177/0022022111406254 10.1177/0022022111406254Search in Google Scholar

McCrink, K., & Opfer, J. E. (2014). Development of Spatial-Numerical Associations. Current Directions in Psychological Science, 23, 439-445. doi: 10.1177/0963721414549751 10.1177/0963721414549751Search in Google Scholar

McManus, I. C., Sik, G., Cole, D. R., Mellon, A. F., Wong, J., & Kloss, J. (1988). The development of handedness in children. British Journal of Developmental Psychology, 6, 257-273. doi: 10.1111/j.2044-835X.1988.tb01099.x 10.1111/j.2044-835X.1988.tb01099.xSearch in Google Scholar

Nava, E., Rinaldi, L., Bulf, H., & Cassia, V. M. (2017). Visual and proprioceptive feedback differently modulate the spatial representation of number and time in children. Journal of Experimental Child Psychology, 161, 161-177. doi: 10.1016/j.jecp.2017.04.012 10.1016/j.jecp.2017.04.012Search in Google Scholar

Newman, S. D., & Soylu, F. (2013). The impact of finger counting habits on arithmetic in adults and children. Psychological Research, 78, 549-556. doi: 10.1007/s00426-013-0505-9 10.1007/s00426-013-0505-9Search in Google Scholar

Opfer, J. E., & Furlong, E. E. (2011). How numbers bias preschoolers’ spatial search. Journal of Cross-Cultural Psychology, 42, 682-695. doi: 10.1177/0022022111406098 10.1177/0022022111406098Search in Google Scholar

Opfer, J. E., & Thompson, C. A. (2006). Even early representations of numerical magnitude are spatially organized: Evidence for a directional magnitude bias in pre-reading preschoolers. In R. Sun & N. Miyaki (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 639-644). Mahwah, NJ: Erlbaum.Search in Google Scholar

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. doi: 10.1111/j.1467-7687.2009.00934.x Patro, K., & Haman, M. (2012). The spatial-numerical congruity effect in preschoolers. Journal of Experimental Child Psychology, 111, 534-542. doi: 10.1016/j.jecp.2011.09.006 10.1016/j.jecp.2011.09.006Search in Google Scholar

Patro, K., Fischer, U., Nuerk, H. C., & Cress, U. (2016). How to rapidly construct a spatial-numerical representation in preliterate children (at least temporarily). Developmental Science, 19, 126-144. doi: 10.1111/desc.1229610.1111/desc.12296Search in Google Scholar

Patro, K., Nuerk, H. C., & Cress, U. (2015). Does your body count? Embodied influences on the preferred counting direction of preschoolers. Journal of Cognitive Psychology, 27, 413-425. doi: 10.1080/20445911.2015.100800510.1080/20445911.2015.1008005Search in Google Scholar

Patro, K., Nuerk, H. C., Cress, U., & Haman, M. (2014). How number-space relationships are assessed before formal schooling: A taxonomy proposal. Frontiers in Psychology, 5, 419. doi: 10.3389%2Ffpsyg.2014.00419 10.3389/fpsyg.2014.00419Search in Google Scholar

Previtali, P., Rinaldi, L., & Girelli, L. (2011). Nature or nurture in finger counting: a review on the determinants of the direction of number-finger mapping. Frontiers in Psychology, 2, 363. doi: 10.3389%2Ffpsyg.2011.00363 10.3389/fpsyg.2011.00363Search in Google Scholar

Rashidi-Ranjbar, N., Goudarzvand, M., Jahangiri, S., Brugger, P., & Loetscher, T. (2014). No horizontal numerical mapping in a culture with mixed-reading habits. Frontiers in Human Neuroscience, 8, 72. doi: 10.3389%2Ffnhum.2014.00072 10.3389/fnhum.2014.00072Search in Google Scholar

Rinaldi, L., Gallucci, M., & Girelli, L. (2016). Spatial-numerical consistency impacts on preschoolers’ numerical representation: Children can count on both peripersonal and personal space. Cognitive Development, 37, 9-17. doi: 10.1016/j.cogdev.2015.10.006 10.1016/j.cogdev.2015.10.006Search in Google Scholar

Rinaldi, L., Di Luca, S., Henik, A., & Girelli, L. (2016). A helping hand putting in order: Visuomotor routines organize numerical and non-numerical sequences in space. Cognition, 152, 40-52. doi: 10.1016/j.cognition.2016.03.003 10.1016/j.cognition.2016.03.003Search in Google Scholar

Rugani, R., Vallortigara, G., Priftis, K., & Regolin, L. (2015). Number-space mapping in the newborn chick resembles humans’ mental number line. Science, 347(6221), 534-536. doi: 10.1126/science.aaa1379 10.1126/science.aaa1379Search in Google Scholar

Rugani, R., Vallortigara, G., & Regolin, L. (2015). At the root of the left- right asymmetries in spatial-numerical processing: From domestic chicks to human subjects. Journal of Cognitive Psychology, 27, 388-399. doi: 10.1080/20445911.2014.941846 10.1080/20445911.2014.941846Search in Google Scholar

Sato, M., & Lalain, M. (2008). On the relationship between handedness and hand-digit mapping in finger counting. Cortex, 44, 393-399. doi: 10.1016/j. cortex.2007.08.005 Search in Google Scholar

Screws, D. P., Eason, B. L., & Surburg, P. R. (1998). Crossing the midline: a study of four-year-old children. Perceptual and motor skills, 86, 201-203. doi: 10.2466/pms.1998.86.1.20110.2466/pms.1998.86.1.201Search in Google Scholar

Sella, F., Berteletti, I., Lucangeli, D., & Zorzi, M. (2017). Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle. Cognition, 158, 56-67. doi: 10.1016/j.cognition.2016.10.01010.1016/j.cognition.2016.10.010Search in Google Scholar

Sénéchal, M., Cornell, E. H., & Broda, L. S. (1995). Age-related differences in the organization of parent-infant interactions during picture-book reading. Early Childhood Research Quarterly, 10, 317-337. doi: 10.1016/0885- 2006(95)90010-1Search in Google Scholar

Shaki, S., & Fischer, M. H. (2008). Reading space into numbers-a cross-linguistic comparison of the SNARC effect. Cognition, 108, 590-599. doi: 10.1016/j. cognition.2008.04.001Search in Google Scholar

Shaki, S., Fischer, M. H., & Göbel, S. M. (2012). Direction counts: a comparative study of spatially directional counting biases in cultures with different reading directions. Journal of Experimental Child Psychology, 112, 275-281. doi: 10.1016/j.jecp.2011.12.005 10.1016/j.jecp.2011.12.005Search in Google Scholar

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. doi: 10.3758/PBR.16.2.328 10.3758/PBR.16.2.328Search in Google Scholar

Tversky, B., Kugelmass, S., & Winter, A. (1991). Cross-cultural and developmental trends in graphic productions. Cognitive Psychology, 23, 515-557. doi: 10.1016/0010-0285(91)90005-9 10.1016/0010-0285(91)90005-9Search in Google Scholar

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. doi: 10.1016/j.jecp.2008.05.001 10.1016/j.jecp.2008.05.001Search in Google Scholar

Van Hof, P., Van der Kamp, J., & Savelsbergh, G. J. P. (2002). The relation of unimanual and bimanual reaching to crossing the midline. Child Development, 73, 1353-1362. doi: 10.1111/1467-8624.00476 10.1111/1467-8624.00476Search in Google Scholar

van’t Noordende, J. E., Volman, M. C., Leseman, P. P., & Kroesbergen, E. H. (in press). An Embodiment Perspective on Number-Space Mapping in 3.5‐ Year‐Old Dutch Children. Infant and Child Development, 26, e1995. doi: 10.1002/icd.1995 10.1002/icd.1995Search in Google Scholar

Vaid, J. (1995). Script directionality affects nonlinguistic performance: Evidence from Hindi and Urdu. In I. Taylor & D. R. Olson (Eds.), Scripts and literacy (pp. 295-310). Dordrecht: Kluwer. doi: 10.1007/978-94-011-1162-1_19 10.1007/978-94-011-1162-1_19Search in Google Scholar

Wasner, M., Moeller, K., Fischer, M. H., & Nuerk, H. C. (2014). Aspects of situated cognition in embodied numerosity: the case of finger counting. Cognitive Processing, 15, 317-328. doi: 10.1007/s10339-014-0599-z 10.1007/s10339-014-0599-zSearch in Google Scholar

Wood, G., Willmes, K., Nuerk, H. C., & Fischer, M. H. (2008). On the cognitive link between space and number: A meta-analysis of the SNARC effect. Psychology Science Quarterly, 50, 489. Search in Google Scholar

Xu, F., Spelke, E. S., & Goddard, S. (2005). Number sense in human infants. Developmental Science, 8, 88-101. doi: 10.1111/j.1467-7687.2005.00395.x 10.1111/j.1467-7687.2005.00395.xSearch in Google Scholar

Yaden Jr, D. B., Smolkin, L. B., & Conlon, A. (1989). Preschoolers' questions about pictures, print conventions, and story text during reading aloud at home. Reading Research Quarterly, 24, 188-214. doi: 10.2307/747864 10.2307/747864Search in Google Scholar

Yang, T., Chen, C., Zhou, X., Xu, J., Dong, Q., & Chen, C. (2014). Development of spatial representation of numbers: A study of the SNARC effect in Chinese children. Journal of Experimental Child Psychology, 117, 1-11. doi: 10.1016/j.jecp.2013.08.01110.1016/j.jecp.2013.08.011Search in Google Scholar

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, 1-2. doi: 10.1163/156853705406866010.1163/1568537054068660Search in Google Scholar

eISSN:
2083-8506
Idioma:
Inglés
Calendario de la edición:
Volume Open
Temas de la revista:
Social Sciences, Psychology, Applied Psychology