文章基本信息

标题：How number-space relationships are assessed before formal schooling: A taxonomy proposal
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作者：Patro, Katarzyna ; Nuerk, Hans-Christoph ; Cress, Ulrike 等
期刊名称：Frontiers in Psychology
电子版ISSN：1664-1078
出版年度：2014
卷号：5
页码：1-6
DOI：10.3389/fpsyg.2014.00419
出版社：Frontiers Media
摘要：The last years of research on numerical development have provided evidence that spatial-numerical associations (SNA) can be formed independent of formal school training. However, most of these studies used various experimental paradigms that referred to slightly different aspects of number and space processing. This poses a question of whether all SNAs described in the developmental literature can be interpreted as a unitary construct, or whether they are rather examples of different, but related phenomena. Our review aims to provide a starting point for a systematic classification of SNA measures used from infancy to late preschool years, and their underlying representations. We propose to distinguish among four basic SNA categories: (i) cross-dimensional magnitude processing, (ii) associations between spatial and numerical intervals, (iii) associations between cardinalities and spatial directions, (iv) associations between ordinalities and spatial directions. Such systematization allows for identifying similarities and differences between processes and representations that underlie the described measures, and also for assessing the adequacy of using different SNA tasks at different developmental stages.
关键词：infants; number; preschoolers; space; SNA; SNARC; Taxonomy