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Are spatial-numerical associations a cornerstone for arithmetic learning? The lack of genuine correlations suggests no
journal contribution
posted on 2020-04-23, 09:21 authored by Krzysztof CiporaKrzysztof Cipora, K Patro, Hans-Christoph Nuerk© 2015 International Mind, Brain, and Education Society and Blackwell Publishing, Inc. The mental number line metaphor describes how numbers are associated with space. These spatial-numerical associations (SNA) are subserved by parietal structures (mainly intraparietal sulcus [IPS] and posterior superior parietal lobule [PSPL]). Generally, it is assumed that this association is a basic cornerstone for arithmetic skills. In this review, we present a taxonomy of SNAs and outline which of them are related to arithmetic skills. Recent research suggests that not all SNAs are related to arithmetic skills; for instance, the spatial-numerical association of response codes (SNARC) is not or at least less related to arithmetic skills than SNAs assessed in the number line estimation task. In general, we conclude that the relationship between SNAs and arithmetic skills are rather weak or caused by mediating variables. Nevertheless, interventions based on relations between space and numbers can be beneficial for arithmetic skills because space is a powerful tool to understand arithmetic concepts.
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School
- Science
Department
- Mathematical Sciences
Published in
Mind, Brain, and EducationVolume
9Issue
4Pages
190 - 206Citation
Cipora, K., Patro, K. and Nuerk, H-C., 2015. Are spatial-numerical associations a cornerstone for arithmetic learning? The lack of genuine correlations suggests no. Mind, Brain, and Education, 9(4), pp. 190 - 206.Publisher
WILEYVersion
- AM (Accepted Manuscript)
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© International Mind, Brain, and Education Society and Wiley Periodicals, Inc.Publisher statement
This is the peer reviewed version of the following article: Cipora, K., Patro, K. and Nuerk, H-C., 2015. Are spatial-numerical associations a cornerstone for arithmetic learning? The lack of genuine correlations suggests no. Mind, Brain, and Education, 9(4), pp. 190 - 206, which has been published in final form at https://doi.org/10.1111/mbe.12093. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.Publication date
2015-10-26Copyright date
2015ISSN
1751-2271eISSN
1751-228XPublisher version
Language
- en
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Dr Krzysztof Cipora Deposit date: 23 April 2020Usage metrics
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