Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
927230 | Cognition | 2009 | 10 Pages |
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.
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Authors
Maria-Dolores de Hevia, Elizabeth S. Spelke,