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Developmental Changes in Number Personification by Elementary School Children.

Eiko Matsuda^1,2, Yoshihiro S Okazaki³, Michiko Asano⁴

¹Division of Advanced Information Technology and Computer Science, Tokyo University of Agriculture and Technology, Tokyo, Japan.

Frontiers in Psychology

|December 1, 2018

Summary

Children frequently personify numbers, attributing personalities that diminish with age. This developmental trend in number personification aids in understanding numerical relationships.

Keywords:

development elementary school children ordinal linguistic personification personification synesthesia

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Area of Science:

Cognitive Development
Developmental Psychology
Number Cognition

Background:

Children commonly personify inanimate objects, fostering social understanding.
This tendency may extend to abstract concepts like numbers, influencing early cognition.

Purpose of the Study:

To investigate if children attribute personalities to numbers.
To examine how number personification changes across development.
To explore the role of number personification in numerical comprehension.

Main Methods:

Utilized a methodology adapted from ordinal linguistic personification (OLP) measurement.
Administered questionnaires to 151 non-synesthetic children (9-12 years old) and 55 non-synesthetic adults.
Quantified the frequency and consistency of number personification in both age groups.

Main Results:

Children demonstrated a significantly higher tendency for number personification than adults.
Children exhibited greater temporal consistency and meaningfulness in their number attributions.
Unique personality traits were assigned by children to individual numbers (0-9).

Conclusions:

Number personification is prevalent in childhood and decreases with age.
This developmental shift in attributing personalities to numbers may facilitate understanding numerical relationships.
Number personification could serve as a cognitive tool for early mathematical learning.