TY  - JOUR
A1  - Lindner, Nadja
A1  - Moeller, Korbinian
A1  - Hildebrandt, Frauke
A1  - Hasselhorn, Marcus
A1  - Lonnemann, Jan
T1  - Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding
JF  - Frontiers in Psychology
N2  - Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old’s spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children’s absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children’s spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children’s SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers’ relative understanding of numerical magnitude.
KW  - spatial language
KW  - frames of reference
KW  - numerical development
KW  - mental number line
KW  - preschool children
Y1  - 2022
U6  - https://doi.org/10.3389/fpsyg.2022.943191
SN  - 1664-1078
SP  - 1
EP  - 13
PB  - Frontiers
CY  - Lausanne, Schweiz
ER  - 
TY  - GEN
A1  - Lindner, Nadja
A1  - Moeller, Korbinian
A1  - Hildebrandt, Frauke
A1  - Hasselhorn, Marcus
A1  - Lonnemann, Jan
T1  - Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding
T2  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old’s spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children’s absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children’s spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children’s SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers’ relative understanding of numerical magnitude.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 815 
KW  - spatial language
KW  - frames of reference
KW  - numerical development
KW  - mental number line
KW  - preschool children
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-581270
SN  - 1866-8364
IS  - 815
ER  -