Do Students Respond Faster to Inequalities with a Greater than Sign or to Inequalities with a Less than Sign: Spatial-Numerical Association in Inequalities

Autor/inn/en	Wang, Jia; Liu, Ru-De; Star, Jon; Zhen, Rui; Liu, Ying; Hong, Wei
Titel	Do Students Respond Faster to Inequalities with a Greater than Sign or to Inequalities with a Less than Sign: Spatial-Numerical Association in Inequalities
Quelle	In: Journal of Cognition and Development, 22 (2021) 4, S.605-618 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Jia) ORCID (Zhen, Rui) ORCID (Hong, Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2021.1916499
Schlagwörter	Mathematical Concepts; Reaction Time; Evaluative Thinking; Association (Psychology); Numbers; Elementary School Students; Grade 5; Foreign Countries; Spatial Ability; China (Beijing) + Suchen Sie Ihr Suchwort? Reaktionsvermögen; Assoziation; Zahlenraum; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Räumliches Vorstellungsvermögen
Abstract	Previous studies have suggested that there is a left-to-right mental number line, which is based on individuals responding faster when a smaller magnitude is presented on the left visual field and a larger magnitude is presented on the right visual field. This study examined whether the Spatial-Numerical Associations could influence individuals' responses in an inequality judgment task. Specifically, this study tested the differences in reaction time between judging inequalities with a greater than sign and inequalities with a less than sign and investigated individuals' subjective liking and perceived fluency in judging these inequalities. Three types of stimuli were used in this study: Arabic number inequalities (numerical and symbolic magnitudes), dot array inequalities (numerical and non-symbolic magnitudes), and square inequalities (non-numerical magnitudes). Results showed that participants reacted quicker to inequalities with a greater than sign than a less than sign when responding to true inequalities in all of the three tasks and reported more subjective liking and perceived fluency in judging inequalities with a greater than sign in symbolic task. This study has implications for studies that are interested in Spatial-Numerical Associations and mathematical education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01