A cross-cultural comparison of finger-based and symbolic number representations

IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Martin H. Fischer , Arianna Felisatti , Xin Li , Samuel Shaki
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引用次数: 0

Abstract

The current study examined predictions from embodied cognition for effects of finger counting on number processing. Although finger counting is spontaneous and nearly universal, counting habits reflect learning and culture. European cultures use a sub-base-five system, requiring a full hand plus additional fingers to express numbers exceeding 5. Chinese culture requires only one hand to express such numbers. We investigated the differential impact of early-acquired finger-based number representations on adult symbolic number processing. In total, 53 European and 56 Chinese adults performed two versions of the magnitude classification task, where numbers were presented either as Arabic symbols or as finger configurations consistent with respective cultural finger-counting habits. Participants classified numbers as smaller/larger than 5 with horizontally aligned buttons. Finger-based size and distance effects were larger in Chinese compared with Europeans. These differences did not, however, induce reliably different symbol processing signatures. This dissociation challenges the idea that sensory and motor habits shape our conceptual representations and implies notation-specific processing patterns.

基于手指的数字表示法和符号数字表示法的跨文化比较
本研究考察了体现认知对数数对数字处理影响的预测。虽然数手指是一种自发的、几乎普遍的行为,但数手指的习惯反映了学习和文化。欧洲文化使用的是5以下系统,需要用一只手加上其他手指来表示超过5的数字。而中国文化则只需要一只手来表达这些数字。我们研究了早期获得的基于手指的数字表征对成人符号数字处理的不同影响。共有 53 名欧洲成年人和 56 名中国成年人完成了两个版本的大小分类任务,其中数字以阿拉伯符号或符合各自文化中手指计数习惯的手指构型呈现。受试者用水平排列的按钮将数字分为小于/大于 5。与欧洲人相比,中国人的手指大小和距离效应更大。然而,这些差异并没有引起可靠的不同符号加工特征。这种差异挑战了感觉和运动习惯塑造我们概念表征的观点,并暗示了特定符号的处理模式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.50
自引率
7.70%
发文量
190
期刊介绍: The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.
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