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Virginie Crollen1, Marie-Pascale NoëL2, Xavier Seron2

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Summary

Visual experience shapes finger-number interactions. Early blind individuals, unlike sighted and late blind peers, did not rely on finger counting and were unaffected by hand movement interference, highlighting vision's role in developing these sensori-motor habits.

Keywords:
BlindnessFinger-countingGrounded cognition

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Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology
  • Sensory Processing

Background:

  • A strong link exists between finger and number representations.
  • The developmental origins of this finger-number intertwining are not fully understood.

Purpose of the Study:

  • To investigate the role of visual experience in the development of finger-number interactions.
  • To examine how different visual experiences (early blind, late blind, sighted) influence finger use during counting tasks.

Main Methods:

  • Participants included early blind, late blind, and sighted individuals.
  • Two counting tasks were performed under three conditions: resting, hand movement interference, and foot movement interference.
  • Finger use and task performance were monitored across conditions.

Main Results:

  • Sighted and late blind participants spontaneously used fingers for counting and were disrupted by hand movements.
  • Early blind participants largely did not use fingers and were unaffected by hand or foot movement interference.
  • This suggests visual experience is crucial for establishing finger-counting habits.

Conclusions:

  • Visual experience is essential for developing the sensori-motor habits underlying finger-number interactions.
  • Early visual deprivation prevents the typical reliance on finger counting during numerical tasks.
  • The findings underscore the impact of sensory experience on cognitive development.