Learning to run the number line: the development of attentional shifts during single‐digit arithmetic
Published in Annals of the New York Academy of Sciences, 2020
Recommended citation: Díaz-Barriga Yáñez, A. , Couderec, A., Longo, L., Merchie, A., Chesnokova, H., Langlois, E., Thevenot, C., & Prado, J. (2023). "Learning to run the number line: the development of attentional shifts during single-digit arithmetic. "Annals of the New York Academy of Sciences, 234.https://doi.org/10.1111/nyas.14464
Our results show that subtraction problems were associated with a leftward bias by the fifth grade, such that problem solving was facilitated when the second operand was in the left visual field. We also found that children can associate addition problems with the right side of space by the fourth grade.