ArticleFrontiers in human neuroscience2014
Considering digits in a current model of numerical development.
Article in Frontiers in human neuroscience, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Design and evaluation of a systematic finger-based intervention for early numeracy in 5- to 6-year-olds.Scientific reports · 2026Article
- Finger-Based Numerical Training Increases Sensorimotor Activation for Arithmetic in Children-An fNIRS Study.Brain sciences · 2022Article
- Mastery of structured quantities like finger or dice patterns predict arithmetic performance.Cognitive processing · 2021Article
- The Implicit Contribution of Fine Motor Skills to Mathematical Insight in Early Childhood.Frontiers in psychology · 2020Article
- Putting a Finger on Numerical Development - Reviewing the Contributions of Kindergarten Finger Gnosis and Fine Motor Skills to Numerical Abilities.Frontiers in psychology · 2020Review
- Effect of Finger Gnosis on Young Chinese Children's Addition Skills.Frontiers in psychology · 2020Article
- Cognitive Development Is a Reconstruction Process that May Follow Different Pathways: The Case of Number.Journal of Intelligence · 2018Article
- Differential Development of Children's Understanding of the Cardinality of Small Numbers and Zero.Frontiers in psychology · 2018Article
- Spatial Presentations, but Not Response Formats Influence Spatial-Numerical Associations in Adults.Frontiers in psychology · 2018Article
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Authors and funding
2 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Numerical cognition has long been considered the perfect example of abstract information processing. Nevertheless, there is accumulating evidence in recent years suggesting that the representation of number magnitude may not be entirely abstract but may present a specific case of embodied cognition rooted in the sensory and bodily experiences of early finger counting and calculating. However, so far none of the existing models of numerical development considers the influence of finger-based representations. Therefore, we make first suggestions on (i) how finger-based representations may be integrated into a current model of numerical development; and (ii) how they might corroborate the acquisition of basic numerical competencies at different development levels.
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