Spatial and numerical processing in children with high and low visuospatial abilities

Crollen, Virginie; Noël, Marie-Pascale

doi:10.1016/j.jecp.2014.12.006

Cited by 51 publications

(31 citation statements)

References 71 publications

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“…The present findings are potentially informative for the design and implementation of training studies. Previous research highlighted the positive role of spatial skills for basic number processing (Crollen & Noël, 2015;Thompson et al, 2013) and more complex mathematical calculations and/or mathematical expertise (Geary, Saults, Liu, & Hoard, 2000;Sella, Sader, Lolliot, & Cohen Kadosh, 2016;Wei, Yuan, Chen, & Zhou, 2012; see also review by de Hevia, Vallar, & Girelli, 2008). We show that spatial skills, notably mental rotation, are also important for basic arithmetic, especially at the stage of skill acquisition.…”

Section: Discussionsupporting

confidence: 49%

Spatial skills first: The importance of mental rotation for arithmetic skill acquisition

2019

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Considering the importance of arithmetic in school curricula, it is crucial to understand the cognitive processes underlying its successful acquisition. Previous research suggests the involvement of spatial skills, especially during arithmetic skill acquisition. We assessed the predictive effect of mental rotation on different arithmetic components in children halfway through elementary school. At this stage, additions and subtractions are already well mastered, while multiplications and divisions are newly acquired. Although mental rotation positively correlated with arithmetic performances regardless of operation, only multiplication, division and completion performances were significantly predicted by mental rotation when controlling for age, gender as well as domain-specific symbolic number skills and visuospatial short-term memory. This highlights the differential effects of mental rotation on arithmetic and suggests a particular importance for newly acquired arithmetic material. These findings extend previous research on the relation between spatial skills and arithmetic and yield practical information for mathematical education and instruction.

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Section: Discussionsupporting

confidence: 49%

Spatial skills first: The importance of mental rotation for arithmetic skill acquisition

2019

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“…Bachot, Gevers, Fias, and Roeyers () found that children (age range 7–12) with visuospatial disorder (VSD) and developmental dyscalculia (these groups were not differentiated in the study) did not reveal the SNARC effect, contrary to a control group. On the other hand, a recent study by Crollen and Noël () revealed that fourth graders with poor visuospatial abilities did not differ from their peers with typical visuospatial abilities in the SNARC effect. Therefore, these authors suggest that the findings of Bachot et al () can be attributed more to developmental dyscalculia than to VSDs.…”

Section: Main Types Of Snas and Their Relation To Arithmetic Skillsmentioning

confidence: 82%

Are Spatial‐Numerical Associations a Cornerstone for Arithmetic Learning? The Lack of Genuine Correlations Suggests No

Cipora

Patro

Nuerk

2015

Mind Brain and Education

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The mental number line metaphor describes how numbers are associated with space. These spatial-numerical associations (SNA) are subserved by parietal structures (mainly intraparietal sulcus [IPS] and posterior superior parietal lobule [PSPL]). Generally, it is assumed that this association is a basic cornerstone for arithmetic skills. In this review, we present a taxonomy of SNAs and outline which of them are related to arithmetic skills. Recent research suggests that not all SNAs are related to arithmetic skills; for instance, the spatial-numerical association of response codes (SNARC) is not or at least less related to arithmetic skills than SNAs assessed in the number line estimation task. In general, we conclude that the relationship between SNAs and arithmetic skills are rather weak or caused by mediating variables. Nevertheless, interventions based on relations between space and numbers can be beneficial for arithmetic skills because space is a powerful tool to understand arithmetic concepts.

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“…Cohen Kadosh et al, 2008;Piazza et al, 2007). Dumontheil and Klingberg (2012) showed that extent of IPS activation during a visuospatial WM task predicted later math difficulties better than behavioral measures alone, providing support for the link between numerical and visuospatial abilities (but see Crollen and Noël, 2015). A recent study of adults with DD only partially corroborated the findings of Skagerland and Träff (2014), demonstrating impairment in numerosity and duration processing, but no impairment in length judgements (De Visscher et al, 2017).…”

Section: Generalized Magnitude Systemmentioning

confidence: 81%

On the Genesis of Spatial-Numerical Associations: Evolutionary and Cultural Factors Co- Construct the Mental Number Line

Toomarian¹,

Hubbard²

2018

Preprint

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Mapping numbers onto space is a common cognitive representation that has been explored in both behavioral and neuroimaging contexts. Empirical work probing the diverse nature of these spatial-numerical associations (SNAs) has led researchers to question 1) how the human brain links numbers with space, and 2) whether this link is biologically vs. culturally determined. We review the existing literature on the development of SNAs and situate that empirical work within cognitive and neuroscientific theoretical frameworks. We propose that an evolutionarily-ancient frontal-parietal circuit broadly tuned to multiple magnitude dimensions provides the phylogenetic substrate for SNAs, while enculturation and sensorimotor experience shape their specific profiles. We then use this perspective to discuss educational implications and highlight promising avenues for future research.

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Spatial and numerical processing in children with high and low visuospatial abilities

Cited by 51 publications

References 71 publications

Spatial skills first: The importance of mental rotation for arithmetic skill acquisition

Spatial skills first: The importance of mental rotation for arithmetic skill acquisition

Are Spatial‐Numerical Associations a Cornerstone for Arithmetic Learning? The Lack of Genuine Correlations Suggests No

On the Genesis of Spatial-Numerical Associations: Evolutionary and Cultural Factors Co- Construct the Mental Number Line

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