Title: Further evidence for a spatial-numerical association in children before formal schooling
Authors: Ebersbach, Mirjam ×
Luwel, Koen
Verschaffel, Lieven #
Issue Date: 2014
Publisher: Hogrefe & Huber
Series Title: Experimental Psychology vol:61 issue:4 pages:323-329
Abstract: Given the robust finding that number and space are associated systematically at least in school children and adults, it has been concluded that this association might be based on the frequent practice of reading or writing skills, which are usually consolidated by formal schooling. However, first studies contradict this assumption demonstrating that associations of “small” magnitudes with left space and of “large” magnitudes with right space exist already in preschoolers. The present study used a non-symbolic magnitude comparison task to examine whether kindergartners, who have not yet been formally instructed in reading and writing, show a SNARC effect, that is, whether they would respond more rapidly with the right hand to larger numbers and with the left hand to smaller numbers. This assumption was confirmed by the data. In view of further evidence for an association between number and space that evolves before children are proficient in reading and writing, the role of potential alternative culture-specific, individual and universal foundations of this association is emphasized and discussed.
ISSN: 1618-3169
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Instructional Psychology and Technology
Research Centre for Educational Research & Development, Campus Brussels (-)
Faculty of Economics and Business (FEB) - miscellaneous
× corresponding author
# (joint) last author

Files in This Item:
File Description Status SizeFormat
00134426-900000000-99965.pdf Published 4284KbAdobe PDFView/Open Request a copy

These files are only available to some KU Leuven Association staff members


All items in Lirias are protected by copyright, with all rights reserved.

© Web of science