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Related Concept Videos

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Information is everywhere and its presentation—such as how and when items are presented—can impact our perceptions and decisions surrounding the info. This broad concept umbrellas framing effects—influences that occur due to the way information is framed in its appearance, whether it’s purely the order or the specific wording of a message. Let’s take a look at numerous ways in which two versions of something can objectively say the same thing, yet we respond in...
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The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
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Mnemonic devices are cognitive tools that facilitate memory retention by linking new information to familiar patterns or organizational strategies. These techniques are beneficial for remembering complex or lengthy sets of information by simplifying and structuring them in easily retrievable ways.
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Piaget's Stage 3 of Cognitive Development01:17

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During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
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Storage01:23

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A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze...
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Related Experiment Video

Updated: Aug 5, 2025

The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
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Ordinality and Verbal Framing Influence Preschoolers' Memory for Spatial Structure.

Helen Branyan1, Elisheva Fridman1, Samuel Shaki2

  • 1Barnard College - Columbia University.

Journal of Cognition and Development : Official Journal of the Cognitive Development Society
|March 27, 2023
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Summary

Preschoolers

Keywords:
attentionculturemathematics/number conceptsspatial cognition

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Educational Psychology

Background:

  • Preschoolers develop their mental number line and social norm awareness concurrently.
  • Understanding how children process sequential information and spatial direction is crucial for early education.

Purpose of the Study:

  • To investigate how framing influences preschoolers' recall of ordered sequences.
  • To examine cultural differences (American vs. Israeli) in processing spatial and numerical information.
  • To explore the relationship between recalling numerical direction and early numeracy skills.

Main Methods:

  • 4- and 5-year-old children from America and Israel participated.
  • Children recreated sequences of numbers, letters, or colors presented with varying spatial emphasis (Control, Process, Generic).
  • A numeracy task was administered to assess early math abilities.

Main Results:

  • Emphasizing the spatial layout process improved children's sequence recall.
  • Children recalled numerical sequences better than non-numerical ones.
  • American children's recall of numerical direction correlated with their numeracy skills.

Conclusions:

  • Conventional framing, particularly emphasizing spatial layout, enhances preschoolers' memory for ordered information.
  • Numerical information is more readily recalled than non-numerical information by young children.
  • Early numeracy development in American preschoolers is linked to their ability to process numerical directionality.