How number-space relationships are assessed before formal schooling: A taxonomy proposal.
Author(s) / Creator(s)
Patro, K.
Nuerk, H.C.
Cress, U.
Haman, M.
Other kind(s) of contributor
Leibniz-Institut für Wissensmedien
Abstract / Description
The last years of research on numerical development have provided evidence that spatial-numerical associations (SNA) can be formed independent of formal school training. However, most of these studies used various experimental paradigms that referred to slightly different aspects of number and space processing. This poses a question of whether all SNAs described in the developmental literature can be interpreted as a unitary construct, or whether they are rather examples of different, but related phenomena. Our review aims to provide a starting point for a systematic classification of SNA measures used from infancy to late preschool years, and their underlying representations. We propose to distinguish among four basic SNA categories: (i) cross-dimensional magnitude processing, (ii) associations between spatial and numerical intervals, (iii) associations between cardinalities and spatial directions, (iv) associations between ordinalities and spatial directions. Such systematization allows for identifying similarities and differences between processes and representations that underlie the described measures, and also for assessing the adequacy of using different SNA tasks at different developmental stages.
Persistent Identifier
Date of first publication
2014
Journal title
Frontiers in Psychology
Volume
5:419.
Publication status
publishedVersion
Review status
peerReviewed
Is version of
10.3389/fpsyg.2014.00419
Citation
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4_fpsyg-05-00419.pdfAdobe PDF - 375.01KBMD5: 8574790b00dd25ee1e5f67612fc324c2
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There are no other versions of this object.
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Author(s) / Creator(s)Patro, K.
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Author(s) / Creator(s)Nuerk, H.C.
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Author(s) / Creator(s)Cress, U.
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Author(s) / Creator(s)Haman, M.
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Other kind(s) of contributorLeibniz-Institut für Wissensmedien
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PsychArchives acquisition timestamp2017-08-28T11:11:21Z
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Made available on2017-08-28T11:11:21Z
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Date of first publication2014
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Abstract / DescriptionThe last years of research on numerical development have provided evidence that spatial-numerical associations (SNA) can be formed independent of formal school training. However, most of these studies used various experimental paradigms that referred to slightly different aspects of number and space processing. This poses a question of whether all SNAs described in the developmental literature can be interpreted as a unitary construct, or whether they are rather examples of different, but related phenomena. Our review aims to provide a starting point for a systematic classification of SNA measures used from infancy to late preschool years, and their underlying representations. We propose to distinguish among four basic SNA categories: (i) cross-dimensional magnitude processing, (ii) associations between spatial and numerical intervals, (iii) associations between cardinalities and spatial directions, (iv) associations between ordinalities and spatial directions. Such systematization allows for identifying similarities and differences between processes and representations that underlie the described measures, and also for assessing the adequacy of using different SNA tasks at different developmental stages.
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Publication statuspublishedVersion
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Review statuspeerReviewed
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/514
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.722
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Is version of10.3389/fpsyg.2014.00419
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TitleHow number-space relationships are assessed before formal schooling: A taxonomy proposal.
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DRO typearticle
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Leibniz institute name(s) / abbreviation(s)IWM
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Leibniz subject classificationPsychologie
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Journal titleFrontiers in Psychology
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Volume5:419.
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Visible tag(s)Version of Record