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Abstract
Mature representations of space and number are connected to one another in ways suggestive
of a 'mental number line', but this mapping could either be a cultural construction
or a reflection of a more fundamental link between the domains of number and geometry.
Using a manual bisection paradigm, we tested for number line representations in adults,
young school children, and preschool children. Non-symbolic numerical displays systematically
distorted localization of the midpoint of a horizontal line at all three ages. Numerical
and spatial representations therefore are linked prior to the onset of formal instruction,
in a manner that suggests a privileged relation between spatial and numerical cognition.