2007
DOI: 10.3758/bf03193286
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Chinese kindergartners’ automatic processing of numerical magnitude in Stroop-like tasks

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Cited by 58 publications
(54 citation statements)
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“…Our results replicate the distance effect in kindergarteners (e.g., Sekuler and Mierkiewicz, 1977;Rubinsten et al, 2002) but only in comparisons that did not contain 1. Consistent with Zhou et al (2007), we also found an SiCE in kindergarteners. The effect was enlarged for pairs including 1, as found for adults (Pinhas and Tzelgov, 2012), and did not increase with numerical distance.…”
supporting
confidence: 79%
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“…Our results replicate the distance effect in kindergarteners (e.g., Sekuler and Mierkiewicz, 1977;Rubinsten et al, 2002) but only in comparisons that did not contain 1. Consistent with Zhou et al (2007), we also found an SiCE in kindergarteners. The effect was enlarged for pairs including 1, as found for adults (Pinhas and Tzelgov, 2012), and did not increase with numerical distance.…”
supporting
confidence: 79%
“…In this study, the SiCE was found for third and fifth graders but not for first graders. Zhou et al (2007) were the only ones to have shown an SiCE modulated by intra-pair numerical distance for Chinese kindergartners, consistent with the assumption of the arrangement of numbers along the mental number line. They attributed the emergence of the effect at this relatively early age to cultural differences.…”
mentioning
confidence: 61%
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“…This may be attributed to several cultural factors (Geary, 1996;Zhou et al, 2007). First, Chinese children receive formal education about numbers early in preschool.…”
Section: Discussionmentioning
confidence: 99%
“…According to the preschool and kindergarten education guideline for the city of Beijing, 3-and 4-year-old children would be taught how to count up to five objects and understand the quantities up to five objects (magnitude comparison). Second, Chinese parents give informal direct mathematics instruction and encourage mathematicsrelated activities such as counting fingers, stairs, and family members; solving arithmetic problems; and determining set sizes (Zhou et al, 2006(Zhou et al, , 2007. These activities about numbers would convey redundant kinesthetic, visual auditory, and temporal information about numerical magnitudes (Siegler & Mu, 2008).…”
Section: Discussionmentioning
confidence: 99%