Training children’s spatial language skills improves their numerical magnitude understanding

Background

There is accumulating evidence suggesting that spatial language skills are associated with early numerical development (i.e., verbal number skills and numerical magnitude understanding). However, intervention studies allowing for a causal interpretation of this association are largely missing.

Aims

Therefore, we aimed at investigating the effects of training children's spatial language skills on the development of basic numerical skills.

Sample

The intervention group comprised n = 54 and the non-trained control group n = 72 4-6-year-old children (M_age = 60.58 months).

Methods

In a pre-post-test control group design small groups of four to eight children were trained six times (mostly twice a week) for about 20 min each. The training focused on production and comprehension of the spatial terms in front of, behind, to the left, and to the right with effects on numerical magnitude understanding and verbal number skills being evaluated.

Results

Comparing training and control group on performance gains between pre- and post-test revealed significantly higher gains for the intervention group in spatial language production and comprehension as well as numerical magnitude understanding, but not verbal number skills.

Conclusion

These findings provide first evidence for a causal link between children's spatial language skills and the development of their numerical magnitude understanding. This highlights the relevance of mastering specific spatial language terms for children's early numerical development.