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Children’s use of egocentric reference frames in spatial language is related to their numerical magnitude understanding

  • Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old’s spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children’s absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated thatNumerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old’s spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children’s absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children’s spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children’s SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers’ relative understanding of numerical magnitude.zeige mehrzeige weniger

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Metadaten
Verfasserangaben:Nadja Lindner, Korbinian Moeller, Frauke HildebrandtORCiDGND, Marcus Hasselhorn, Jan LonnemannORCiDGND
DOI:https://doi.org/10.3389/fpsyg.2022.943191
ISSN:1664-1078
Titel des übergeordneten Werkes (Englisch):Frontiers in Psychology
Verlag:Frontiers Media S.A.
Verlagsort:Lausanne
Dokumentart:Wissenschaftlicher Artikel
Sprache:Englisch
Datum der Veröffentlichung (online):26.08.2022
Jahr der Erstveröffentlichung:2022
Datum der Freischaltung:26.08.2022
GND-Schlagwort:Räumliches Wissen; Vorschulkind; Zahlenverständnis; Zahlengerade
Aufsatznummer:943191
Seitenzahl:13
Fachbereiche und Zentrale Einrichtungen:FB1 Sozial- und Bildungswissenschaften
DDC-Klassifikation:100 Philosophie und Psychologie / 150 Psychologie
Lizenz (Deutsch):License LogoCreative Commons - CC BY - Namensnennung 4.0 International
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