Mature representations of space and number are connected to one another in ways suggestive of a 'mental number line', but this mapping could either be a cultural construction or a reflection of a more fundamental link between the domains of number and geometry. Using a manual bisection paradigm, we tested for number line representations in adults, young school children, and preschool children. Non-symbolic numerical displays systematically distorted localization of the midpoint of a horizontal line at all three ages. Numerical and spatial representations therefore are linked prior to the onset of formal instruction, in a manner that suggests a privileged relation between spatial and numerical cognition. © 2008 Elsevier B.V. All rights reserved.
CITATION STYLE
de Hevia, M. D., & Spelke, E. S. (2009). Spontaneous mapping of number and space in adults and young children. Cognition, 110(2), 198–207. https://doi.org/10.1016/j.cognition.2008.11.003
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