Thursday, 11 August 2016

An embodiment perspective on number-space mapping in Dutch 3.5-year-old children

Authors
Jaccoline E. van 't Noordende (Department of Special Education: Cognitive and Motor Disabilities, Utrecht University)
M(Chiel). J. M. Volman (Department of Special Education: Cognitive and Motor Disabilities, Utrecht University)
Paul P. M. Leseman (Department of Special Education: Cognitive and Motor Disabilities, Utrecht University)
Evelyn H. Kroesbergen (Department of Special Education: Cognitive and Motor Disabilities, Utrecht University)


Paper Highlights

  • This study investigates if number-space mapping direction in young children is related to the hand they use during task performance.
  • Block adding, subtracting and counting tasks show that early number-space mapping is related to ipsilateral hand use.
  • It can be concluded that early number-space mapping is embodied: it is not fixed, but related to the situation.
Author keywords: number, space, counting, embodiment 
DOI: 10.1002/icd.1995



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