Direction counts: A comparative study of spatially directional counting biases in cultures with different reading directions
Direction counts: A comparative study of spatially directional counting biases in cultures with different reading directions
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DOI：
10.1016/j.jecp.2011.12.005
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发表时间：
2012-06-01
影响因子：
2.6
通讯作者：
Goebel, Silke M.
中科院分区：
文献类型：
--
作者：
Shaki, Samuel;Fischer, Martin H.;Goebel, Silke M.
西方成年人将小数字与左边的空格联系起来，将大数字与右边的空格联系起来。这种无处不在的空间-数字关联从何而来？在这项研究中，我们首先记录了具有不同阅读经验（从左到右，从右到左，混合和文盲）的成年人的方向计数偏好，并观察到阅读和计数方向之间的明确关系。然后，我们记录了三种阅读文化（从左到右，从右到左，混合）的学龄前儿童和小学儿童的方向计数偏好。文化特异性计数偏差存在于3岁儿童的阅读习得之前，随后被早期阅读经验所修正。总之，我们的研究结果表明，定向计数和扫描活动有助于数字空间协会。(C)2012 Elsevier Inc. All rights reserved.
Western adults associate small numbers with left space and large numbers with right space. Where does this pervasive spatial-numerical association come from? In this study, we first recorded directional counting preferences in adults with different reading experiences (left to right, right to left, mixed, and illiterate) and observed a clear relationship between reading and counting directions. We then recorded directional counting preferences in pre-schoolers and elementary school children from three of these reading cultures (left to right, right to left, and mixed). Culture-specific counting biases existed before reading acquisition in children as young as 3 years and were subsequently modified by early reading experience. Together, our results suggest that both directional counting and scanning activities contribute to number-space associations. (C) 2012 Elsevier Inc. All rights reserved.