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Spatial and numerical processing in children with high and low visuospatial abilities.

Virginie Crollen1, Marie-Pascale Noël1

  • 1Institut de Recherche en Sciences Psychologiques (IPSY), Centre de Neuroscience Système et Cognition (NeuroCS), Université Catholique de Louvain, B-1348 Louvain-la-Neuve, Belgium.

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Summary

Children with low visuospatial abilities show intact spatial numerical associations but reduced accuracy in numerical tasks. This suggests visuospatial weakness impacts the precision, not the fundamental structure, of the mental number line.

Keywords:
Numerical cognitionPseudoneglectSNARC effectSimon effectSpatial representationVisuospatial difficulties

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Developmental Psychology

Background:

  • A strong link between numbers and space is established in numerical cognition research.
  • Limited research explores how visuospatial deficits impact numerical processing.
  • Investigating this link is crucial for understanding cognitive development.

Purpose of the Study:

  • To examine if visuospatial weakness affects spatial processing and numerical reasoning.
  • To compare performance in children with high versus low visuospatial abilities.
  • To determine the impact of visuospatial skills on the mental number line.

Main Methods:

  • Direct comparison of children with high and low visuospatial abilities.
  • Performance assessment on spatial tasks (line bisection, Simon task).
  • Performance assessment on numerical tasks (number bisection, number-to-position, numerical comparison).

Main Results:

  • The low visuospatial group exhibited standard Simon and spatial numerical association of response codes (SNARC) effects.
  • Children with low visuospatial abilities showed significantly larger deviation errors.
  • The fundamental nature of the mental number line remained consistent across groups.

Conclusions:

  • Low visuospatial abilities do not alter the conceptualization of the mental number line.
  • Visuospatial deficits primarily reduce the accuracy and precision of numerical processing.
  • Understanding this relationship is key for interventions targeting numerical cognition.