Does your body count? Embodied influences on the preferred counting direction of preschoolers

Patro, Katarzyna; Nuerk, Hans‐Christoph; Creß, Ulrike

doi:10.1080/20445911.2015.1008005

Cited by 25 publications

(29 citation statements)

References 48 publications

(74 reference statements)

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“…This observation indicates that different forms of number-space assessment may in fact refer to different aspects of number-space processing (cf. Patro et al, 2014;. Below, we refer to the main characteristics of each of the three SNA measures to account for the obtained variability in the results.…”

Section: Discussionmentioning

confidence: 99%

“…Among the various SNA operationalizations described in the literature (for reviews and taxonomies see Patro et al, 2014;Cipora, Patro, & Nuerk, 2015), at least three are commonly used in studies with preschool children.…”

Section: Multiple Number-space Associations In Preschool Childrenmentioning

confidence: 99%

“…as reported by Shaki et al, 2012, 39.3% of preschoolers and only 9% of adults from Western cultures counted from the right). Lately, Patro, Nuerk and Cress (2015) examined the role of a counting hand in exerting spatial biases in the object counting task. They found that children who were asked to count with the left hand were more likely to count from the left side, as compared to children who were asked to count with the right hand.…”

Section: How Manual Response Pattern May Be Related To Number-space Amentioning

confidence: 99%

“…This controlled for potential developmental changes in number-space associations triggered by acquisition of the verbal numerical system (cf. Knudsen et al, in press;Patro & Haman, 2012;Patro et al, 2014 for potential relation between SNAs and cardinal principle knowledge).…”

Section: Tasks and Proceduresmentioning

confidence: 99%

“…Number-space associations are examined not only in adults but also in other age groups including school pupils (Berch, Foley, Hill, & Ryan, 1999;Imbo, Brauwer, Fias, & Gevers, 2012;van Galen & Reitsma, 2008) and even preschool children (for reviews see de Hevia, Girelli, & Cassia, 2012;McCrink & Opfer, 2014;Patro, Nuerk, Cress, & Haman, 2014). The appearance of a number-space link in this second group might be at first glance surprising, given that children who are before formal school education cannot yet read and write properly.…”

Section: Introductionmentioning

confidence: 99%

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

Patro

Haman

2017

Psychology of Language and Communication

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Literate subjects from Western cultures form spatial-numerical associations (SNA) in left-to-right direction, which follows their reading habits. In preliterate children, sources of SNA directionality are more disputable. One possibility is that SNA follows children's early knowledge about text orientation. It could also reflect ipsilateral/contralateral tendencies in manual task execution. Furthermore, SNA's characteristics could differ depending on the evaluation method used. In this study, we test SNA in preliterate preschoolers using object counting, finger counting, and numerosity arrangement tasks. We examined the relations of SNA to children's directional reading knowledge and their manual response tendencies. Left-to-right SNA was pronounced for object counting, disappeared for the numerosity task, and was reversed for finger counting. In all tasks, left-to-right SNA dominated in children who responded contralaterally with their hand. Reading knowledge was partially related to numerosity-based SNA, but not to other SNAs. Based on these findings, we discuss developmental characteristics of different forms of number-space associations.

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Section: Discussionmentioning

confidence: 99%

Section: Multiple Number-space Associations In Preschool Childrenmentioning

confidence: 99%

Section: How Manual Response Pattern May Be Related To Number-space Amentioning

confidence: 99%

Section: Tasks and Proceduresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Patro

Haman

2017

Psychology of Language and Communication

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An Embodiment Perspective on Number–Space Mapping in 3.5‐Year‐Old Dutch Children

Noordende

Volman

Leseman

et al. 2016

Infant and Child Development

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Previous research suggests that block adding, subtracting and counting direction are early forms of number–space mapping. In this study, an embodiment perspective on these skills was taken. Embodiment theory assumes that cognition emerges through sensory–motor interaction with the environment. In line with this assumption, it was investigated if counting and adding/subtracting direction in young children is related to the hand they use during task performance. Forty‐eight 3.5‐year‐old children completed a block adding, subtracting and counting task. They had to add and remove a block from a row of three blocks and count a row of five blocks. Adding, subtracting and counting direction were related to the hand the children used for task performance. Most children who used their right hand added, removed and started counting the blocks at the right side of the row. Most children who used their left hand added, removed and started counting the blocks at the left side of the row. It can be concluded that number–space mapping, as measured by direction of adding, subtracting and counting blocks, in young children is embodied: It is not fixed, but is related to the situation. © 2016 The Authors Infant and Child Development Published by John Wiley & Sons, Ltd.

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Individual differences influence two-digit number processing, but not their analog magnitude processing: a large-scale online study

Huber

Nuerk

Reips

et al. 2017

Psychological Research

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Symbolic magnitude comparison is one of the most well-studied cognitive processes in research on numerical cognition. However, while the cognitive mechanisms of symbolic magnitude processing have been intensively studied, previous studies have paid less attention to individual differences influencing symbolic magnitude comparison. Employing a two-digit number comparison task in an online setting, we replicated previous effects, including the distance effect, the unit-decade compatibility effect, and the effect of cognitive control on the adaptation to filler items, in a large-scale study in 452 adults. Additionally, we observed that the most influential individual differences were participants' first language, time spent playing computer games and gender, followed by reported alcohol consumption, age and mathematical ability. Participants who used a first language with a left-to-right reading/writing direction were faster than those who read and wrote in the right-to-left direction. Reported playing time for computer games was correlated with faster reaction times. Female participants showed slower reaction times and a larger unit-decade compatibility effect than male participants. Participants who reported never consuming alcohol showed overall slower response times than others. Older participants were slower, but more accurate. Finally, higher grades in mathematics were associated with faster reaction times. We conclude that typical experiments on numerical cognition that employ a keyboard as an input device can also be run in an online setting. Moreover, while individual differences have no influence on domain-specific magnitude processing-apart from age, which increases the decade distance effect-they generally influence performance on a two-digit number comparison task.

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Does your body count? Embodied influences on the preferred counting direction of preschoolers

Cited by 25 publications

References 48 publications

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

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

An Embodiment Perspective on Number–Space Mapping in 3.5‐Year‐Old Dutch Children

Individual differences influence two-digit number processing, but not their analog magnitude processing: a large-scale online study

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