A gifted SNARC? Directional spatial-numerical associations in gifted children with high-level math skills do not differ from controls
journal contributionposted on 2020-04-30, 10:40 authored by Yunfeng He, Hans-Christoph Nuerk, Alexander Derksen, Jiannong Shi, Xinlin Zhou, Krzysztof CiporaKrzysztof Cipora
The SNARC (Spatial-Numerical Association of Response Codes) effect (i.e., a tendency to associate small / large magnitude numbers with the left / right hand side), is prevalent across the whole lifespan. Because the ability to relate numbers to space has been viewed as a cornerstone in the development of mathematical skills, the relationship between the SNARC effect and math skills has been frequently examined. The results remain largely inconsistent. Studies testing groups of people with very low or very high skill levels in math sometimes found relationships between SNARC and math skills. So far, however, studies testing such extreme math skills level groups were mostly investigating the SNARC effect in individuals revealing math difficulties. Groups with above average math skills remain understudied, especially in regard to children. Here, we investigate the SNARC effect in gifted children, as compared to normally developing children (overall n = 165). Frequentist and Bayesian analysis suggested that the groups did not differ from each other in the SNARC effect. These results are the first to provide evidence for the SNARC effect in a relatively large sample of gifted (and mathematically highly skilled) children. In sum, our study provides another piece of evidence for no direct link between the SNARC effect and mathematical ability in childhood.
China Scholarship Council (No.201806800002)
Science and Technology Agency of Liaoning (Project: 20170520278)
Liaoning University (Project: LDQN2017006)
DFG (NU 265/3-1)
LEAD Graduate School & Research Network (GSC1028), which is funded within the framework of the Excellence Initiative of the German federal and state governments.
- Mathematics Education Centre
Published inPsychological Research
- VoR (Version of Record)
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