An Embodiment Perspective on Number–Space Mapping in 3.5‐Year‐Old Dutch Children

Previous research suggests that block adding, subtracting and counting direction are early forms of number–space mapping. In this study, an embodiment perspective on these skills was taken. Embodiment theory assumes that cognition emerges through sensory–motor interaction with the environment. In li...

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Published inInfant and child development Vol. 26; no. 3; pp. e1995 - n/a
Main Authors Noordende, Jaccoline E., Volman, M(Chiel). J. M., Leseman, Paul P. M., Kroesbergen, Evelyn H.
Format Journal Article
LanguageEnglish
Published England Wiley-Blackwell 01.05.2017
Wiley Subscription Services, Inc
John Wiley and Sons Inc
Subjects
Addition
Child development
Child psychology
Cognition
Concept Formation
Counting
Developmental psychology
Embodiment
Foreign Countries
Handedness
Infants
Mapping
number
Number Concepts
Psychomotor Skills
space
Spatial Ability
Statistical Analysis
Subtraction
Task Analysis
Task performance
Toddlers
Toys
Young Children
Netherlands
counting
number
embodiment
space
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Summary:Previous research suggests that block adding, subtracting and counting direction are early forms of number–space mapping. In this study, an embodiment perspective on these skills was taken. Embodiment theory assumes that cognition emerges through sensory–motor interaction with the environment. In line with this assumption, it was investigated if counting and adding/subtracting direction in young children is related to the hand they use during task performance. Forty‐eight 3.5‐year‐old children completed a block adding, subtracting and counting task. They had to add and remove a block from a row of three blocks and count a row of five blocks. Adding, subtracting and counting direction were related to the hand the children used for task performance. Most children who used their right hand added, removed and started counting the blocks at the right side of the row. Most children who used their left hand added, removed and started counting the blocks at the left side of the row. It can be concluded that number–space mapping, as measured by direction of adding, subtracting and counting blocks, in young children is embodied: It is not fixed, but is related to the situation. © 2016 The Authors Infant and Child Development Published by John Wiley & Sons, Ltd.
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ISSN:1522-7227
1522-7219
DOI:10.1002/icd.1995