Experimental Study On The Effect Of Different Task Instructions On Coding Of Number-Space Interactions In Children Aged 7-11

Numbers play an important role in people’s life,study and work.Research on digital psychological representation has shown that digital processing is closely related to spatial cognition,and this relationship is defined as Number-Space Interactions.With the deepening of this Interactions,some studies have begun to explore the coding mechanism of this Interactions,and it is believed that there are mainly two kinds of coding in digital-spatial connection: visuospatial coding and verbal-spatial coding.However,few studies have explored the development characteristics of Number-Space Interactions coding,and whether visuospatial and verbal-spatial coding is more advantageous in the development of this association.Therefore,these problems deserve further discussion.In this study,150 children aged 7,9 and 11 in a primary school in Guiyang and 50 college students in a university in Guiyang were selected to investigate the effects of different task instructions on children and adults’ Number-Space Interactions coding,using Arabic numerals 1,2,8 and 9 as experimental materials.This will help to further understand the development characteristics and cognitive mechanism of Number-Space Interactions coding.Experiments 1 examined the effects of verbal-spatial instructions on the Number-Space Interactions coding of children aged 7-11 and its development characteristics;and 2 examined the effects of visuospatial instructions on the Number-Space Interactions coding of children aged 7-11 and its development characteristics.The results show that:(1)Under the condition of verbal-spatial instruction,Children have shown the SNARC effect since the age of 7,verbal-spatial coding is dominant,and children’s encoding mode is the same as adults’.(2)Under the condition of visuospatial instruction,Children have shown the SNARC effect since the age of 7.visuospatial coding occurs in both children and adults,while verbal-spatial coding is not activated.These results indicate that different task instructions do affect the Number-Space Interactions coding in different age groups.