Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

Crollen, Virginie; Collignon, Olivier; Noël, Marie-Pascale

doi:10.5964/jnc.v3i2.44

Cited by 10 publications

(5 citation statements)

References 118 publications

(168 reference statements)

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“…Much evidence has suggested the existence of a close link between numbers and space (see Crollen, Collignon, & Noël, 2017;de Hevia, Vallar, & Girelli, 2008, for reviews). Although addition and subtraction operations are assumed to involve movements on the mental number line (Knops et al, 2009;Masson & Pesenti, 2014;McCrink et al, 2007;McCrink & Wynn, 2004Pinhas & Fischer, 2008), and despite the fact that our linear training conditions were left-to-right oriented, we did not find any advantage of the linear training over the random condition.…”

Section: Linear Versus Random Trainingmentioning

confidence: 99%

How visual experience and task context modulate the use of internal and external spatial coordinate for perception and action.

Crollen¹,

Spruyt²,

Mahau³

et al. 2019

Journal of Experimental Psychology: Human Perception and Perfor

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Recent studies have suggested that multisensory redundancy may improve cognitive learning. According to this view, information simultaneously available across two or more modalities is highly salient and, therefore, may be learned and remembered better than the same information presented to only one modality. In the current study, we wanted to evaluate whether training arithmetic with a multisensory intervention could induce larger learning improvements than a visual intervention alone. Moreover, because a left-to-right-oriented mental number line was for a long time considered as a core feature of numerical representation, we also wanted to compare left-to-right-organized and randomly organized arithmetic training. Therefore, five training programs were created and called (a) multisensory linear, (b) multisensory random, (c) visual linear, (d) visual random, and (e) control. A total of 85 preschoolers were randomly assigned to one of these five training conditions. Whereas children were trained to solve simple addition and subtraction operations in the first four training conditions, story understanding was the focus of the control training. Several numerical tasks (arithmetic, number-to-position, number comparison, counting, and subitizing) were used as pre-and post-test measures. Although the effect of spatial disposition was not significant, results demonstrated that the multisensory training condition led to a significantly larger performance

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Section: Linear Versus Random Trainingmentioning

confidence: 99%

How visual experience and task context modulate the use of internal and external spatial coordinate for perception and action.

Crollen¹,

Spruyt²,

Mahau³

et al. 2019

Journal of Experimental Psychology: Human Perception and Perfor

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“…According to this hypothesis, people deprived of one sensory modality actually develop alternative compensatory sensory and cognitive abilities to process information from the remaining modalities (Collignon, Voss, Lassonde, & Lepore, 2009;Lessard, Pare, Lepore, & Lassonde, 1998;Voss, Lassonde, Gougoux, Fortin, Guillemot, & Lepore, 2004). It was recently suggested that blind people may develop mathematical understanding by mostly relying on haptic manipulation (Crollen, Collignon, & Noël, 2017) or verbal working memory processes (e.g., Castronovo & Delvenne). Interestingly, regions of the occipital cortex that typically process visual information were shown to massively enhance their response to tactile (Reich, Szwed, Cohen, & Amedi, 2011) and verbal information in the blind (Amedi, Raz, Pianka, Malach, & Zohary, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…The second aim of the present paper was therefore to study the associations between arithmetic and the 3 WM components in blind children. Indeed, it has been assumed that blind people may compensate for their lack of vision in the development of their arithmetic skills by relying on enhanced WM abilities (Castronovo & Delvenne, 2013;Crollen et al, 2011;Crollen, Collignon, & Noël, 2017;Kanjlia, Feigenson, & Bedny, 2018;Salillas, Granà, El-Yagoubi, & Semenza, 2009) but the three WM components and their links with arithmetic development have never been systematically and directly tested in blind children. We therefore asked our participants to perform several WM tasks and evaluated the relationships between this cognitive function and arithmetic processing.…”

Section: Introductionmentioning

confidence: 99%

Early visual deprivation does not prevent the emergence of basic numerical abilities in blind children

et al. 2021

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Studies involving congenitally blind adults demonstrated that visual experience is not a mandatory prerequisite for the emergence of efficient numerical abilities. It remains however unknown whether blind adults developed lifelong strategies to compensate for the absence of foundations vision would provide in infancy. We therefore assessed basic numerical abilities in blind and sighted children of 6 to 13 years old. We also assessed verbal and spatial working memory abilities and their relationship with mental arithmetic in both groups. Blind children showed similar or better numerical abilities as compared to the sighted. Blind children also outperformed their sighted peers in every task assessing verbal working memory and demonstrated a similar spatial span. The correlation between arithmetic and the spatial sketchpad was affected by the group while the correlations between arithmetic and the other two components (the central executive and the phonological loop) were not affected by early visual experience. Our data suggest that early blindness does not impair the development of basic numerical competencies in children but influences the associations between arithmetic and some working memory components.

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“…One first step towards the development of such a taxonomy is taken by Crollen, Collignon, and Noël (2017, this issue) by reviewing findings from several atypical populations with deficits in the visual or visuo-spatial domain:…”

Section: Predicting and Improving Arithmeticmentioning

confidence: 99%

Domain-general factors influencing numerical and arithmetic processing

Knops

Nuerk²,

Göbel

2017

J. Numer. Cogn.

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This special issue contains 18 articles that address the question how numerical processes interact with domain-general factors. We start the editorial with a discussion of how to define domain-general versus domain-specific factors and then discuss the contributions to this special issue grouped into two core numerical domains that are subject to domain-general influences (see Figure 1). The first group of contributions addresses the question how numbers interact with spatial factors. The second group of contributions is concerned with factors that determine and predict arithmetic understanding, performance and development. This special issue shows that domain-general (Table 1a) as well as domain-specific (Table 1b) abilities influence numerical and arithmetic performance virtually at all levels and make it clear that for the field of numerical cognition a sole focus on one or several domain-specific factors like the approximate number system or spatial-numerical associations is not sufficient. Vice versa, in most studies that included domain-general and domain-specific variables, domain-specific numerical variables predicted arithmetic performance above and beyond domain-general variables. Therefore, a sole focus on domain-general aspects such as, for example, working memory, to explain, predict and foster arithmetic learning is also not sufficient. Based on the articles in this special issue we conclude that both domain-general and domain-specific factors contribute to numerical cognition. But the how, why and when of their contribution still needs to be better understood. We hope that this special issue may be helpful to readers in constraining future theory and model building about the interplay of domain-specific and domain-general factors.Keywords: spatial-numerical associations, arithmetic, intervention studies, spatial skills, working memory, modules Numerical cognition encompasses a broad variety of cognitive and neural processes related to the perception, understanding and manipulation of numerical content. Hence, when investigating numerical cognition, we are not looking at an encapsulated cognitive module, supported by a single neural system but rather at a widespread network of interrelated cognitive processes with complex neural underpinnings. Much like human behaviour cannot be fully understood when leaving aside the social interactions and influences, we need to understand to what extent the core numerical processes are influenced and/or mediated by domain-general factors and other domains such as spatial skills and language.

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Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

Cited by 10 publications

References 118 publications

How visual experience and task context modulate the use of internal and external spatial coordinate for perception and action.

How visual experience and task context modulate the use of internal and external spatial coordinate for perception and action.

Early visual deprivation does not prevent the emergence of basic numerical abilities in blind children

Domain-general factors influencing numerical and arithmetic processing

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