Spontaneous Mapping of Number and Space in Adults and Young Children

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Spontaneous Mapping of Number and Space in Adults and Young Children

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Title: Spontaneous Mapping of Number and Space in Adults and Young Children
Author: Spelke, Elizabeth S.; de Hevia, Maria-Dolores

Note: Order does not necessarily reflect citation order of authors.

Citation: de Hevia, Maria-Dolores, and Elizabeth S. Spelke. 2009. Spontaneous mapping of number and space in adults and young children. Cognition 110(2): 198-207.
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Abstract: Mature representations of space and number are connected to one another in ways suggestive of a ‘mental number line,’ but this mapping could either be a cultural construction or a reflection of a more fundamental link between the domains of number and geometry. Using a manual bisection paradigm, we tested for number line representations in adults, young school children, and preschool children. Non-symbolic numerical displays systematically distorted localization of the midpoint of a horizontal line at all three ages. Numerical and spatial representations therefore are linked prior to the onset of formal instruction, in a manner that suggests a privileged relation between spatial and numerical cognition.
Published Version: doi:10.1016/j.cognition.2008.11.003
Other Sources: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2705970/
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:10304550
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