Article Version of Record

How space-number associations may be created in preliterate children: six distinct mechanisms.

Author(s) / Creator(s)

Nuerk, H.-C.
Patro, K.
Cress, U.
Schild, U.
Friedrich, C. K.
Göbel, S. M.

Other kind(s) of contributor

Leibniz-Institut für Wissensmedien

Abstract / Description

The directionality of space-number association (SNA) is shaped by cultural experiences. It usually follows the culturally dominant reading direction. Smaller numbers are generally associated with the starting side for reading (left side in Western cultures), while larger numbers are associated with the right endpoint side. However, SNAs consistent with cultural reading directions are present before children can actually read and write. Therefore, these SNAs cannot only be shaped by the direction of children’s own reading/writing behavior. We propose six distinct processes - one biological and five cultural/educational - underlying directional space-number associations before formal reading acquisition: (i) Brain lateralization (ii) Monitoring adult reading behavior, (iii) Pretend reading and writing, and rudimentary reading and writing skills, (iv) Dominant attentional directional preferences in a society, not directly related to reading direction, (v) Direct spatial-numerical learning, (vi) Other spatial-directional processes independent of reading direction. In this mini-review, we will differentiate between these processes, elaborate when in development they might emerge, discuss how they may create the space-number associations observed in preliterate children and propose how they can be studied in the future.

Persistent Identifier

Date of first publication

2015

Journal title

Frontiers in Psychology

Volume

6:215

Publication status

publishedVersion

Review status

peerReviewed

Is version of

10.3389/fpsyg.2015.00215

Citation

  • Author(s) / Creator(s)
    Nuerk, H.-C.
  • Author(s) / Creator(s)
    Patro, K.
  • Author(s) / Creator(s)
    Cress, U.
  • Author(s) / Creator(s)
    Schild, U.
  • Author(s) / Creator(s)
    Friedrich, C. K.
  • Author(s) / Creator(s)
    Göbel, S. M.
  • Other kind(s) of contributor
    Leibniz-Institut für Wissensmedien
  • PsychArchives acquisition timestamp
    2017-08-28T11:11:20Z
  • Made available on
    2017-08-28T11:11:20Z
  • Date of first publication
    2015
  • Abstract / Description
    The directionality of space-number association (SNA) is shaped by cultural experiences. It usually follows the culturally dominant reading direction. Smaller numbers are generally associated with the starting side for reading (left side in Western cultures), while larger numbers are associated with the right endpoint side. However, SNAs consistent with cultural reading directions are present before children can actually read and write. Therefore, these SNAs cannot only be shaped by the direction of children’s own reading/writing behavior. We propose six distinct processes - one biological and five cultural/educational - underlying directional space-number associations before formal reading acquisition: (i) Brain lateralization (ii) Monitoring adult reading behavior, (iii) Pretend reading and writing, and rudimentary reading and writing skills, (iv) Dominant attentional directional preferences in a society, not directly related to reading direction, (v) Direct spatial-numerical learning, (vi) Other spatial-directional processes independent of reading direction. In this mini-review, we will differentiate between these processes, elaborate when in development they might emerge, discuss how they may create the space-number associations observed in preliterate children and propose how they can be studied in the future.
  • Publication status
    publishedVersion
  • Review status
    peerReviewed
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/511
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.719
  • Is version of
    10.3389/fpsyg.2015.00215
  • Title
    How space-number associations may be created in preliterate children: six distinct mechanisms.
  • DRO type
    article
  • Leibniz institute name(s) / abbreviation(s)
    IWM
  • Leibniz subject classification
    Psychologie
  • Journal title
    Frontiers in Psychology
  • Volume
    6:215
  • Visible tag(s)
    Version of Record