ABSTRACT The metaphor of the mental number line accounts for numerous empirical effects of spatial-numerical associations. In the present study, we aimed at investigating directional spatial-numerical associations reflected by SNARC-like digit-direction and sign-direction congruency effects as well as the sign-digit compatibility effect when 6th graders performed magnitude comparisons of multi-symbol numbers (i.e., positive and negative numbers). As spatial-numerical associations were associated with sensorimotor experiences, we used whole-body and finger tapping responses to manipulate the extent of motor responses. We only observed a SNARC-like digit-direction congruency effect, but neither a sign-direction congruency nor a sign-digit compatibility effect. This indicates that 6th graders may already have developed spatial-numerical associations for absolute number magnitude, but not yet for polarity signs. Furthermore, not observing a sign-digit compatibility effect seemed to suggest that 6th graders may not yet process multi-symbol numbers in the same parallel componential way as adults do. We argue that while 6th graders are able to process negative numbers, they are not yet automatically associated with space or integrated in the place-value structure of the Arabic number system like multi-digit numbers are at this age.

中文翻译：

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负数尚未与 6 年级学生的空格自动关联

摘要 心理数轴的隐喻解释了空间数字关联的众多经验效应。在本研究中，我们旨在调查由类似 SNARC 的数字方向和符号方向一致性效应所反映的定向空间数字关联，以及当六年级学生进行多符号数字的幅度比较时的符号数字兼容性效应（即、正数和负数）。由于空间数字关联与感觉运动体验相关，我们使用全身和手指敲击反应来操纵运动反应的程度。我们只观察到类似 SNARC 的数字方向一致性效应，但既没有观察到符号方向一致性也没有观察到符号数字兼容性效应。这表明 6 年级学生可能已经建立了绝对数量级的空间数字关联，但还没有建立极性符号。此外，未观察到符号数字兼容性效应似乎表明 6 年级学生可能还没有以与成年人相同的并行组件方式处理多符号数字。我们认为，虽然 6 年级学生能够处理负数，但它们还没有自动与空间相关联或整合到阿拉伯数字系统的位值结构中，就像这个年龄段的多位数字一样。