ArticlePsychological research2019
Spatial-numerical associations in first-graders: evidence from a manual-pointing task.
Article in Psychological research, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed.
- Kicking the mental number line: a kinematic investigation of numerical processing in childhood.Frontiers in psychology · 2026Article
- Numerically induced attentional biases in horizontal, vertical, and two-dimensional shapes.Scientific reports · 2025Article
- Dichotomous horizontal representation of acute deterioration risk on illnesses.Scientific reports · 2024Article
- Unpacking associations among children's spatial skills, mathematics, and arithmetic strategies: decomposition matters.Psychological research · 2024Article
- Scaling up = scaling down? Children's spatial scaling in different perceptual modalities and scaling directions.Cognitive research: principles and implications · 2023Article
- Spatial transformation abilities and their relation to later mathematics performance.Psychological research · 2019Article
- Numerical Affordance Influences Action Execution: A Kinematic Study of Finger Movement.Frontiers in psychology · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
The current study investigated whether children's mental representations of numbers are organized spatially at the onset of formal schooling using a manual-pointing task. First-graders (N = 77) saw four numbers (1, 3, 7, 9) presented randomly in four spatial positions (extreme left, left, right, extreme right) on a touch screen. In a Go/No-Go task, children were asked to press the appearing numbers as fast and accurately as possible, but only when the numbers were "smaller" (or "larger" in a different block) than 5. Results indicated that response times were significantly affected by the spatial position in which the different numbers were presented. Response times for small numbers (1 and 3) increased and response times for large numbers (7 and 9) decreased, the more they were presented towards the right side of the screen. These findings suggested that first-graders spontaneously employed a spatial number representation that was oriented from left to right. Furthermore, this left-to-right organization could not be easily changed by priming a different direction. Our findings indicate that even young children map numbers continuously onto space.
Indexed as
Identifiers
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.