Embodied finger counting in children with different cultural backgrounds and hand dominance

• Published in: Psychology in Russia : state of the art Vol. 10; no. 4; pp. 86 - 92
• Main Authors: Liutsko, Liudmila, Veraksa, Alexander N.
• Format: Journal Article
• Language: English
• Published: Moscow Russian Psychological Society 01.01.2017; M.V. Lomonosov Moscow State University
• Subjects: Animal cognition; Asian Americans; cross-cultural research; Cultural differences; embodied numerosity; finger counting; Fingers & toes; hand dominance; Handedness; individual differences; Mathematics education; Memory; Motor ability; Psychology; Researchers
• ISSN: 2074-6857; 2307-2202
• DOI: 10.11621/pir.2017.0408

Background. Embodied finger counting has been shown to have cross-cultural differences in previous studies (Lindemann, Alipour, & Fisher, 2011; Soto & Lalain, 2008). However, their results were contradictory in reference to Western populations with regard to the hand preferred: The first study showed that in Western countries - Europe and the United States - participants preferred to start with the left hand (whereas in the Middle East - Iran - they used the right hand); the second study showed that participants in France preferred the right hand. Objective. Our study aimed to observe these differences in two countries, Spain (Western Europe) and Russia (Eastern Europe part), although taking into account the variety of cultural or ethnic groups who live there. Design. The observational/descriptive study, together with correlational analysis of the finger-counting pattern (from 1 to 10) used by children aged 10 to 12 who had not been taught to use their fingers for counting, considered factors of cultural origin and hand dominance. The possible effects of this action on cognition - in our case, math achievement - were considered also. Results and conclusion. The differences in the frequency of the finger-counting patterns might suggest cultural-individual differences in performance; however, the correlational analysis did not reveal that these differences were statistically significant, either for gender or for mark in math. However, hand dominance was a significant predictor of the preferred hand with which to start counting.