Format

Send to

Choose Destination
See comment in PubMed Commons below
PLoS One. 2012;7(4):e35530. doi: 10.1371/journal.pone.0035530. Epub 2012 Apr 19.

Cross-dimensional mapping of number, length and brightness by preschool children.

Author information

1
Université Paris Descartes, Sorbonne Paris Cité, Laboratoire Psychologie de la Perception, CNRS UMR 8158, Paris, France. dehevialola@gmail.com

Abstract

Human adults in diverse cultures, children, infants, and non-human primates relate number to space, but it is not clear whether this ability reflects a specific and privileged number-space mapping. To investigate this possibility, we tested preschool children in matching tasks where the dimensions of number and length were mapped both to one another and to a third dimension, brightness. Children detected variation on all three dimensions, and they reliably performed mappings between number and length, and partially between brightness and length, but not between number and brightness. Moreover, children showed reliably better mapping of number onto the dimension of length than onto the dimension of brightness. These findings suggest that number establishes a privileged mapping with the dimension of length, and that other dimensions, including brightness, can be mapped onto length, although less efficiently. Children's adeptness at number-length mappings suggests that these two dimensions are intuitively related by the end of the preschool years.

PMID:
22536399
PMCID:
PMC3334896
DOI:
10.1371/journal.pone.0035530
[Indexed for MEDLINE]
Free PMC Article
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for Public Library of Science Icon for PubMed Central
    Loading ...
    Support Center