The Development of the SNARC Effect: Evidence for Early Verbal Coding

Autor/inn/en	Imbo, Ineke; De Brauwer, Jolien; Fias, Wim; Gevers, Wim
Titel	The Development of the SNARC Effect: Evidence for Early Verbal Coding
Quelle	In: Journal of Experimental Child Psychology, 111 (2012) 4, S.671-680 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2011.09.002
Schlagwörter	Evidence; Experimental Psychology; Number Concepts; Numeracy; Age Differences; Children; Comparative Analysis; Task Analysis; Mathematical Concepts; Coding; Observation; Spatial Ability; Verbal Ability; Tests; Cognitive Development; Elementary Education + Suchen Sie Ihr Suchwort? Evidenz; Experimentelle Psychologie; Number concept; Zahlbegriff; Rechenkompetenz; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Aufgabenanalyse; Codierung; Programmierung; Beobachtung; Räumliches Vorstellungsvermögen; Mündliche Leistung; Examination; Prüfung; Examen; Kognitive Entwicklung; Elementarunterricht
Abstract	In a recent study, Gevers and colleagues (2010, "Journal of Experimental Psychology: General," Vol. 139, pp. 180-190) showed that the SNARC (spatial numerical association of response codes) effect in adults results not only from spatial coding of magnitude (e.g., mental number line hypothesis) but also from verbal coding. Because children are surrounded by rulers, number lines, and the like in the classroom, it is intuitively appealing to assume that they first use their mental number line to represent numbers and that only later in development a verbal recoding of magnitude information takes place. However, this hypothesis has never been tested. The goal of the current study was to define the developmental pattern of both accounts (spatial and verbal) in explaining the SNARC effect. To this end, 9- and 11-year-olds were tested in a magnitude comparison task. Surprisingly, clear and robust evidence for verbal coding of magnitude information was observed in both age groups. Our results imply that the ability to use verbal coding of magnitude information is robustly present early in formal schooling. (Contains 3 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10