Mirror-image reversal discrimination in kindergarten and first-grade children

Cronin, Virginia

doi:10.1016/0022-0965(67)90051-3

Cited by 23 publications

(17 citation statements)

References 8 publications

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“…A recent review shows that gender differences in three-dimensional mental rotation are robust over the ages nine to 23 (Geiser, Lehmann, & Eid, 2008). Research has shown a consistent gender gap in other types of mental transformations even for preschool boys and girls (e.g., mental imagery: Cronin, 1967;McGuinness & Morley, 1991). Textbooks routinely cite gender differences in language competence, usually regarding verbal fluency as an established fact (e.g., Mildner, 2008, p. 41;Pinker, 2007, pp.…”

Section: Spatial and Verbal Skills In Relation To Mathematics Achievementioning

confidence: 97%

Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes

2009

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The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher-child mathematics interaction variables. Kindergarten children (N=80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children's mathematics, spatial, and verbal skills and the teachers' mathematical communication were assessed. No gender differences were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However, mathematics performance was related to boys' spatial reasoning and to girls' verbal skills, suggesting that they use different processes for solving mathematical problems. Furthermore, the boys' levels of spatial and verbal skills were not found to be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher-child interactions was found to be related to girls' but not to boys' mathematics performance, suggesting that boys may need other forms of mathematics communication and teaching.

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Section: Spatial and Verbal Skills In Relation To Mathematics Achievementioning

confidence: 97%

Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes

2009

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“…Thus, to succeed in this task, children have to understand what constitutes a "same" or "different" object, remember which lever stands for which response, generate a mental image of the object, and maintain this image while performing a mental transformation on it. In fact, even for discriminating non-rotated mirror images, there are significant demands made on kindergartners by a samedifferent task (Cronin, 1967).…”

Section: Development Of Mental Rotation In 3-to 5-year-old Childrenmentioning

confidence: 99%

Development of mental rotation in 3- to 5-year-old children

Frick

Hansen

Newcombe

2013

Cognitive Development

133

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“…Difficulties in differentiating and remembering lateral reflections or enantiomorphs have been reported in infants (e.g., Bornstein et al, 1978; Bornstein, 1982), children (e.g., Gibson et al, 1962; Rudel and Teuber, 1963; Cronin, 1967; Gibson, 1969; Casey, 1984; Shepp et al, 1987; de Kuijer et al, 2004), and even adults (e.g., Butler, 1964; Sekuler and Houlihan, 1968; Standing et al, 1970; Wolf, 1971; Farrell, 1979; Nickerson and Adams, 1979; Martin and Jones, 1997; de Kuijer et al, 2004; Rentschler and Jüttner, 2007), for whom long-term priming (with primes and probes separated by several minutes) is unaffected by left-right reflection (e.g., Biederman and Cooper, 1991; Stankiewicz et al, 1998; Fiser and Biederman, 2001). Mirror invariance seems to have been deeply rooted by evolution into the visual system: many animals (e.g., fishes, octopuses, rodents, and monkeys) are also confused by enantiomorphs (e.g., Sutherland, 1960; see a review in, e.g., Corballis and Beale, 1976), and neurons in the monkeys' inferotemporal cortex generalize over mirror reversal (Logothetis and Pauls, 1995; Logothetis et al, 1995; Rollenhagen and Olson, 2000; Baylis and Driver, 2001).…”

Section: Introductionmentioning

confidence: 99%

A cultural side effect: learning to read interferes with identity processing of familiar objects

Kolinsky

Fernandes

2014

Front. Psychol.

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Based on the neuronal recycling hypothesis (Dehaene and Cohen, 2007), we examined whether reading acquisition has a cost for the recognition of non-linguistic visual materials. More specifically, we checked whether the ability to discriminate between mirror images, which develops through literacy acquisition, interferes with object identity judgments, and whether interference strength varies as a function of the nature of the non-linguistic material. To these aims we presented illiterate, late literate (who learned to read at adult age), and early literate adults with an orientation-independent, identity-based same-different comparison task in which they had to respond “same” to both physically identical and mirrored or plane-rotated images of pictures of familiar objects (Experiment 1) or of geometric shapes (Experiment 2). Interference from irrelevant orientation variations was stronger with plane rotations than with mirror images, and stronger with geometric shapes than with objects. Illiterates were the only participants almost immune to mirror variations, but only for familiar objects. Thus, the process of unlearning mirror-image generalization, necessary to acquire literacy in the Latin alphabet, has a cost for a basic function of the visual ventral object recognition stream, i.e., identification of familiar objects. This demonstrates that neural recycling is not just an adaptation to multi-use but a process of at least partial exaptation.

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Mirror-image reversal discrimination in kindergarten and first-grade children

Cited by 23 publications

References 8 publications

Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes

Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes

Development of mental rotation in 3- to 5-year-old children

A cultural side effect: learning to read interferes with identity processing of familiar objects

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