Department of Educational Psychology, University of Wisconsin- Madison, 1025 W. Johnson St. Madison, WI, 53706, United States of America.
Department of Educational Psychology, University of Wisconsin- Madison, 1025 W. Johnson St. Madison, WI, 53706, United States of America.
Neurosci Biobehav Rev. 2018 Jul;90:184-199. doi: 10.1016/j.neubiorev.2018.04.010. Epub 2018 Apr 21.
Mapping numbers onto space is a common cognitive representation that has been explored in both behavioral and neuroimaging contexts. Empirical work probing the diverse nature of these spatial-numerical associations (SNAs) has led researchers to question 1) how the human brain links numbers with space, and 2) whether this link is biologically vs. culturally determined. We review the existing literature on the development of SNAs and situate that empirical work within cognitive and neuroscientific theoretical frameworks. We propose that an evolutionarily-ancient frontal-parietal circuit broadly tuned to multiple magnitude dimensions provides the phylogenetic substrate for SNAs, while enculturation and sensorimotor experience shape their specific profiles. We then use this perspective to discuss educational implications and highlight promising avenues for future research.
将数字映射到空间是一种常见的认知表示，已在行为和神经影像学研究中进行了探讨。探究这些空间-数字关联（SNA）多样性的实证研究使研究人员提出了以下两个问题：1）人类大脑如何将数字与空间联系起来，以及 2）这种联系是由生物因素还是文化因素决定的。我们回顾了关于 SNA 发展的现有文献，并将这些实证研究置于认知和神经科学理论框架中。我们提出，一个广泛调谐到多种数量维度的进化古老的额顶神经回路为 SNA 提供了系统发育基础，而文化适应和感觉运动经验则塑造了它们的具体特征。然后，我们用这种观点来讨论教育意义，并强调未来研究的有前途的途径。
