Premium
Are Spatial‐Numerical Associations a Cornerstone for Arithmetic Learning? The Lack of Genuine Correlations Suggests No
Author(s) -
Cipora Krzysztof,
Patro Katarzyna,
Nuerk HansChristoph
Publication year - 2015
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12093
Subject(s) - intraparietal sulcus , numerical cognition , association (psychology) , arithmetic , cornerstone , superior parietal lobule , cognitive psychology , number line , task (project management) , posterior parietal cortex , parietal lobe , cognition , computer science , psychology , mathematics , neuroscience , mathematics education , art , psychotherapist , economics , visual arts , management
The mental number line metaphor describes how numbers are associated with space. These spatial‐numerical associations ( SNA ) are subserved by parietal structures (mainly intraparietal sulcus [ IPS ] and posterior superior parietal lobule [ PSPL ]). Generally, it is assumed that this association is a basic cornerstone for arithmetic skills. In this review, we present a taxonomy of SNAs and outline which of them are related to arithmetic skills. Recent research suggests that not all SNAs are related to arithmetic skills; for instance, the spatial‐numerical association of response codes ( SNARC ) is not or at least less related to arithmetic skills than SNAs assessed in the number line estimation task. In general, we conclude that the relationship between SNAs and arithmetic skills are rather weak or caused by mediating variables. Nevertheless, interventions based on relations between space and numbers can be beneficial for arithmetic skills because space is a powerful tool to understand arithmetic concepts.