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Mental simulation and its influence on finger-based numerical representations.

Isabella Luise Kreilinger1, Korbinian Moeller2, Silvia Pixner1

  • 1Developmental Psychology, Department of Psychology and Medical Sciences, UMIT Private University for Health Sciences, Medical Informatics and Technology, 6060 Hall in Tyrol, Austria.

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|November 30, 2021
PubMed
Summary
This summary is machine-generated.

Mental simulation enhances finger-based numerical skills in preschoolers. This cognitive strategy may improve early math education by boosting embodied numerical representations.

Keywords:
Basic numerical skillsEmbodied numerical representationFinger-based representationsMental imageryMental simulation

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Mental simulation has demonstrated positive impacts on athletic and musical performance.
  • The generalization of mental simulation benefits to cognitive domains, specifically embodied numerical representations, remains less explored.

Purpose of the Study:

  • To investigate whether the beneficial effects of mental simulation extend to embodied (finger-based) numerical representations in preschoolers.
  • To determine if mental simulation can enhance performance on tasks related to finger-based numerical understanding.

Main Methods:

  • Seventy preschoolers (mean age 5 years, 9 months) were assessed on basic numerical skills and finger-based numerical representations.
  • A subset of children engaged in a mental simulation phase before being tested on finger-based representations.
  • Performance was compared between children who underwent mental simulation and those who did not, controlling for basic numerical skills.

Main Results:

  • Children who participated in the mental simulation phase showed significantly improved performance on finger-based representation tasks.
  • This improvement was observed even after accounting for individual differences in foundational numerical abilities.

Conclusions:

  • The findings support the generalization of mental simulation's positive effects to embodied numerical representations.
  • Mental simulation emerges as a potentially valuable tool for enhancing the instruction of fundamental numerical skills in early childhood education.