Do preliterate children spontaneously employ spatial coding for serial order in working memory?,Annals of the New York Academy of Sciences

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Do preliterate children spontaneously employ spatial coding for serial order in working memory?
Annals of the New York Academy of Sciences ( IF 4.1 ) Pub Date : 2020-08-05 , DOI: 10.1111/nyas.14430
Jean-Philippe van Dijck _{1,

2} , Elger Abrahamse ₃ , Wim Fias ₂

Affiliation

The ability to memorize arbitrary sequences contributes to cognitive faculties like language and mathematics. Research suggests that in literate adults, serial order in verbal working memory (WM) is grounded in spatial attention and is mentally organized according to our reading habits, that is, from left‐to‐right in Western cultures. Currently, it is unknown whether spatialization is a consequence of literacy, or whether the ability already exists early in life but is shaped by literacy in “calibrating” the initial individual differences in the orientation of spatial coding. Here, we investigated the spatial coding of serial order in WM in 5‐year‐old children who did not yet enter formal literacy education. At the group level, no systematic spatial coding was observed. To investigate whether this absence was due to subjects with reliable but opposing effects, we determined the prevalence of spatial coding at the individual level. This analysis revealed that 36% of the children systematically associated serial order to space, with approximately half of them coding from left‐to‐right and the rest from right‐to‐left. These results indicate that a subgroup of preliterate children associate serial order with space and suggest that reading and writing experience calibrates the orientation of spatial coding with reading habits.

中文翻译：

未识字的儿童是否会自发地使用空间编码来实现工作记忆中的序列顺序？

记忆任意序列的能力有助于语言和数学等认知能力。研究表明，在识字的成年人中，言语工作记忆 (WM) 的连续顺序以空间注意力为基础，并根据我们的阅读习惯在心理上进行组织，即西方文化中的从左到右。目前，尚不清楚空间化是否是识字的结果，或者这种能力是否在生命早期就已经存在，但在“校准”空间编码方向的初始个体差异时是由识字塑造的。在这里，我们调查了尚未接受正规识字教育的 5 岁儿童 WM 序列顺序的空间编码。在组级别，没有观察到系统的空间编码。为了调查这种缺席是否是由于具有可靠但相反的影响的受试者，我们确定了个人水平上空间编码的普遍性。该分析表明，36% 的儿童系统地将序列顺序与空间关联起来，其中大约一半的儿童从左到右编码，其余的从右到左编码。这些结果表明，一个未识字儿童亚组将序列顺序与空间联系起来，并表明阅读和写作经验将空间编码的方向与阅读习惯校准。

更新日期：2020-08-05

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