The interplay between spatial ordinal knowledge, linearity of number-space mapping, and arithmetic skills
| Autor: | Francesco Sella, Marco Zorzi, Daniela Lucangeli |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Arithmetic skills
Mathematical modeling Number line task Numerical cognition Primary school children Spatial mapping 05 social sciences Experimental and Cognitive Psychology Cognition Space mapping 050105 experimental psychology Expression (mathematics) Task (project management) Number line Fluency Line (geometry) Developmental and Educational Psychology Mental representation 0501 psychology and cognitive sciences Arithmetic Psychology 050104 developmental & child psychology |
| Zdroj: | Cognitive Development. 55:100915 |
| ISSN: | 0885-2014 |
| Popis: | The ability to map numbers onto space has been widely investigated with the number line (NL) task. Accurate (linear) placement is typically preceded by a developmental phase in which children assign more space to small numbers and compress large numbers to the right part of the line, thereby resembling a biased log-like mapping. Here, we exploited a task that separately assesses direction, order and accuracy of spatial mapping (DOS task) to investigate the origin of the biased NL mapping in a sample of first and second graders. Children with reduced ordinal knowledge in the DOS task showed a more biased NL mapping, which was formally assessed using the leading mathematical models of the NL task. However, the log-like biased mapping did not emerge in the DOS task, thereby showing a lack of generalisation across different number-space mapping tasks. Both ordinal knowledge in the DOS task and linearity in the NL task related to arithmetic fluency beyond domain-general cognitive factors. We conclude that the NL task is a meter of children’s arithmetic skills rather than an expression of the mental representation of numbers. |
| Databáze: | OpenAIRE |
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