Ordinality and Verbal Framing Influence Preschoolers' Memory for Spatial Structure

Autor/inn/en	Branyan, Helen; Cooper, Elisheva; Shaki, Samuel; McCrink, Koleen
Titel	Ordinality and Verbal Framing Influence Preschoolers' Memory for Spatial Structure
Quelle	In: Journal of Cognition and Development, 24 (2023) 1, S.142-159 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCrink, Koleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2022.2144318
Schlagwörter	Preschool Children; Memory; Spatial Ability; Number Concepts; Foreign Countries; Recall (Psychology); Numeracy; Task Analysis; Numbers; Sequential Learning; United States; Israel + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gedächtnis; Räumliches Vorstellungsvermögen; Number concept; Zahlbegriff; Ausland; Abberufung; Rechenkompetenz; Aufgabenanalyse; Zahlenraum; Didaktische Sequenzierung; Lernsequenz; USA
Abstract	During the preschool years, children are simultaneously undergoing a reshaping of their mental number line and becoming increasingly sensitive to the social norms expressed by those around them. In the current study, 4- and 5-year-old American and Israeli children were given a task in which an experimenter laid out chips with numbers (1-5), letters (A-E), or colors (Red-Blue, the first colors of the rainbow), and presented them with a specific order (initial through final) and direction (Left-to-right or Right-to-left). The experimenter either did not demonstrate the laying out of the chips (Control), emphasized the process of the left-to-right or right-to-left spatial layout (Process), or used general goal language (Generic). Children were then asked to recreate each sequence after a short delay. Children also completed a short numeracy task. The results indicate that attention to the spatial structuring of the environment was influenced by conventional framing; children exhibited better recall when the manner of layout was emphasized than when it was not. Both American and Israeli children were better able to recall numerical information relative to non-numerical information. Although children did not show an overall benefit for better recall of information related to the culture's dominant spatial direction, American children's tendency to recall numerical direction information predicted their early numeracy ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01