1,721,019 research outputs found
Numerical representation are influenced by spatial relation or finger counting? An eye tracking study
Full text linkBackground: Fingers are employed to represent numerosities before symbolic representations are used meaning that finger use might be the fundamental basis of numerical knowledge. Fingers are a support during the recitation of the numerical chain and they might also help children to understand the cardinal meaning of number words. Fingers are used to point at each object when counting a set, which is important in establishing the one-to-one correspondence principle. Finally fingers can help to keep track of the counted items in mental calculations which alleviates the burden on working memory and increases accuracy. In our study we attempted to investigate the relationship between the embodiment effect and mathematical and spatial representation (SNARC effect). Methods: we presented to adult subjects (N=35) between 19 and 27 years of age, a coupling fingernumber task that involves three different conditions. Each condition depicted a hands in which the numbers from one to five were placed above each finger in a random condition (random), in a inverted condition (number one on the little finger ending with the number five on the thumb) or in an orderly condition (number one on the thumb ending with the number five on the little finger). Parameter taking into account were: Accuracy; response times; number of fixations; difference in the number of fixations; saccades difference.
Results: The orderly and inverted configuration resulted the more efficient in order to elicits a decrease of response time and a decrease of saccades and fixation. The random condition resulted in the poorer performance on all parameter analyzed with the higher response times, higher number of fixations and major saccades difference. Conclusions: We observed a facilitation effect in orderly and inverted condition due, in the orderly condition, to embodied effect, and, in the inverted one, to spatial numerical representatio
Natural environment and social relationship in the development of attentional network
Full text linkThe attention mechanism is related to both voluntary and automatic processes, that may be summarized in three distinct networks: alert, orientation, and inhibitory control. These networks can be modulated by different contextual and relational situations. Aim of this review is to explain how a combination of natural and social stimuli can positively affect the attentional processes. It has been proposed that the exposition to natural environment can positively affect direct attention, a common resource supporting both executive functioning and self-regulation processes in cognition. It has been suggested that the decrease of the effort required to voluntary control attention from the bottom upwards could determine some internal reflection that may support creative thinking secondarily to a simultaneous reduction in the effort required to orient attention between thoughts and impressions. In my view, not only exposition to natural and green environment improves attentional processes but also the involvement in social relationship. The development of the orientation and inhibitory control networks is sensitive to the social nature of the stimuli, for instance, in a task, including socially relevant stimuli the efficiency of these two attentional networks increases in children, in adults and in elderly subjects. Social attention, starting very early in the life (joint attention) is a very important mechanism for the regulation of social relationships. A key for a better development of cognitive functions such as attentional processes is the promotion of the immersion in the natural environment and the involvement in social relationship
Executive Function Development
No full textExecutive functions change during the lifespan and can both be improved or adversely affected by various events that affect an individual. For example, resource-rich environments, stress-response systems are understood to shape brain development in ways conducive to executive function and high levels of self-control. Conversely, in lower-resource unpredictable environments, stress-response systems are understood to shape the brain in ways that promote highly reactive behavior and poor executive function ability leading to school failure and early school leaving. Knowing well the impact of stress and an unfavorable environment on the development of executive functions can lead to the construction of intervention programs that can guide these children from disadvantage towards resilience
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