Development of SNARC and distance effects and their relation to mathematical and visuospatial abilities.
The current experiment measured symbolic SNARC (Spatial–Numeric Association of Response Codes) and distance effects in school-aged children and investigated the relation between these measures and visuospatial skills and mathematics ability. In the experiment, 6-, 7-, and 8-year-olds performed a mag...
| Publicado en: | Journal of Experimental Child Psychology Vol. 150; pp. 301 - 314 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Academic Press Inc.
Oct2016
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=118156624&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 118156624 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220965 JEX jtl: Journal of Experimental Child Psychology issn: 00220965 maglogo: N pubinfo: dt: Oct2016 vid: 150 pid: 735 pub: Academic Press Inc. artinfo: ui: 118156624 10.1016/j.jecp.2016.05.009 ppf: 301 ppct: 13 formats: tig: atl: Development of SNARC and distance effects and their relation to mathematical and visuospatial abilities. aug: au: Gibson, Laura C. Maurer, Daphne affil: Department of Psychology, Neuroscience, and Behavior, McMaster University, Hamilton, ON L8S 4K1, Canada su: Child psychology Task performance Standardized tests Mathematical ability Visual perception Visuomotor coordination sug: subj: Child psychology Task performance Standardized tests Mathematical ability Visual perception Visuomotor coordination keyword: Development Distance effect Mathematics Mental number line SNARC effect Visuospatial skills Development Distance effect Mathematics Mental number line SNARC effect Visuospatial skills ab: The current experiment measured symbolic SNARC (Spatial–Numeric Association of Response Codes) and distance effects in school-aged children and investigated the relation between these measures and visuospatial skills and mathematics ability. In the experiment, 6-, 7-, and 8-year-olds performed a magnitude-relevant SNARC task, in which they indicated whether a target number was less or greater than 5, as well as standardized tests of visuospatial skills (Developmental Test of Visual Perception–Second Edition, DTVP-2) and mathematics ability (Test of Early Mathematics Ability–Third Edition, TEMA-3). Consistent with previous research using numerical SNARC tasks with Western children, all age groups exhibited robust distance effects, and SNARC effects were observed only in 7- and 8-year-olds. Distance effects, but not SNARC effects, were moderately but significantly correlated with a subtest of the DTVP-2 measuring the ability to mentally manipulate objects in space but no other subtest. These data suggest that mental orientation abilities, but perhaps not visuospatial skills involved in visual perception and visuomotor coordination, are related to some aspects of mental number line development. Nevertheless, no relation was observed between SNARC or distance effects and mathematics ability. This result is consistent with previous developmental studies investigating the association between SNARC and math skill. However, these data are inconsistent with most experiments assessing the relationship between distance effect strength and math—a difference that can likely be attributed to the fact that a magnitude-relevant SNARC task was employed as opposed to a traditional SNARC parity task. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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