Tanja Link

Bio: Tanja Link is an academic researcher from University of Tübingen. The author has contributed to research in topics: Number line & Embodied cognition. The author has an hindex of 6, co-authored 8 publications receiving 355 citations.

Learning and development of embodied numerosity.

Abstract: Recent empirical evidence indicates that seemingly abstract numerical cognitions are rooted in sensory and bodily experiences. In particular in finger counting finger-based representations reflect a specific case of embodied cognition, we termed embodied numerosity. Furthermore, we suggest that finger-based representations should be considered a distinct representation of number (magnitude) and argue that this representation is activated automatically whenever we encounter a number. We discuss in what way such a theoretical framework can account for the associations of fingers and numbers observed so far. In the final part, we evaluate whether the concept of embodied numerosity should be generalized beyond finger-based representations with particular focus on whether bodily-sensory experiences (such as moving the whole body along the mental number line) may corroborate numerical capabilities. In a series of intervention studies, we consistently observed more pronounced training effects for our embodied numerosity trainings for different age groups, different digital media, different number ranges, and different control conditions. Taken together, we conclude that embodied representations of number (magnitude) exist, are not limited to finger-based representations, and influence number processing in a systematic and functional way that can be used to foster the efficiency of numerical trainings.

On the relation between the mental number line and arithmetic competencies

Abstract: In this study, we aimed at investigating whether it is indeed the spatial magnitude representation that links number line estimation performance to other basic numerical and arithmetic competencies. Therefore, estimations of 45 fourth-graders in both a bounded and a new unbounded number line estimation task (with only a start-point and a unit given) were correlated with their performance in a variety of tasks including addition, subtraction, and number magnitude comparison. Assuming that both number line tasks assess the same underlying mental number line representation, unbounded number line estimation should also be associated with other basic numerical and arithmetic competencies. However, results indicated that children's estimation performance in the bounded but not the unbounded number line estimation task was correlated significantly with numerical and arithmetic competencies. We conclude that unbounded and bounded number line estimation tasks do not assess the same underlying spatial–numerical rep...

Unbounding the mental number line-new evidence on children's spatial representation of numbers.

Abstract: Number line estimation (ie, indicating the position of a given number on a physical line) is a standard assessment of children’s spatial representation of number magnitude Importantly, there is an ongoing debate on the question in how far the bounded task version with start and endpoint given (eg, 0 and 100) might induce specific estimation strategies and thus may not allow for unbiased inferences on the underlying representation Recently, a new unbounded version of the task was suggested with only the start point and a unit fixed (eg, the distance from 0 to 1) In adults this task provided a less biased index of the spatial representation of number magnitude Yet, so far there are no children data available for the unbounded number line estimation task Therefore, we conducted a cross-sectional study on primary school children performing both, the bounded and the unbounded version of the task We observed clear evidence for systematic strategic influences (ie, the consideration of reference points) in the bounded number line estimation task for children older than grade two whereas there were no such indications for the unbounded version for any one of the age groups In summary, the current data corroborate the unbounded number line estimation task to be a valuable tool for assessing children's spatial representation of number magnitude in a systematic and unbiased manner Yet, similar results for the bounded and the unbounded version of the task for first- and second-graders may indicate that both versions of the task might assess the same underlying representation for relatively younger children - at least in number ranges familiar to the children assessed This is of particular importance for inferences about the nature and development of children's magnitude representation

Mathe mit der Matte – Verkörperlichtes Training basisnumerischer Kompetenzen

Abstract: Die Entwicklung basisnumerischer Reprasentationen gilt als Grundlage fur das Erlernen komplexer numerischer und arithmetischer Prozesse. Bisherige Studien konnten zeigen, dass ein verkorperlichter Trainingsansatz erfolgreich genutzt werden kann, um basisnumerische Reprasentationen zu trainieren. Der Fokus der vorliegenden Studie lag erstmals auf einem verkorperlichten Training der Platz x Wert-Struktur des arabischen Zahlsystems. Dabei wurden 49 Zweitklassler in der Experimentalbedingung mit einer Zahlenstrahlschatzaufgabe trainiert, die eine getrennte Eingabe fur Einer und Zehner auf den Feldern einer Tanzmatte erlaubte. Zwei Kontrollbedingungen sollten sicherstellen, dass mogliche Trainingseffekte nicht ausschlieslich auf den numerischen Inhalt bzw. auf die Bewegung auf der Tanzmatte zuruckzufuhren sind. Die Ergebnisse zeigten signifikant grosere Trainingseffekte durch das Experimentaltraining auf der Tanzmatte als durch die beiden Kontrolltrainings. Damit liefert die Studie weitere Evidenz fur die Wirksamkeit verkorperlichter Trainings basisnumerischer Reprasentationen allgemein und erstmalig auch in Bezug auf ein raumlich-korperliches Training der Platz x Wert-Struktur.

Spatial Associations in Numerical Cognition—From Single Digits to Arithmetic:

Abstract: The literature on spatial associations during number processing is dominated by the SNARC (spatial-numerical association of response codes) effect. We describe spatial biases found for single digits and pairs of numbers, first in the "original" speeded parity task and then extending the scope to encompass different tasks, a range of measures, and various populations. Then we review theoretical accounts before surveying the emerging evidence for similar spatial associations during mental arithmetic. We conclude that the mental number line hypothesis and an embodied approach are useful frameworks for further studies.

Magnitude Knowledge: The Common Core of Numerical Development.

Abstract: The integrated theory of numerical development posits that a central theme of numerical development from infancy to adulthood is progressive broadening of the types and ranges of numbers whose magnitudes are accurately represented. The process includes four overlapping trends: (1) representing increasingly precisely the magnitudes of non-symbolic numbers, (2) connecting small symbolic numbers to their non-symbolic referents, (3) extending understanding from smaller to larger whole numbers, and (4) accurately representing the magnitudes of rational numbers. The present review identifies substantial commonalities, as well as differences, in these four aspects of numerical development. With both whole and rational numbers, numerical magnitude knowledge is concurrently correlated with, longitudinally predictive of, and causally related to multiple aspects of mathematical understanding, including arithmetic and overall math achievement. Moreover, interventions focused on increasing numerical magnitude knowledge often generalize to other aspects of mathematics. The cognitive processes of association and analogy seem to play especially large roles in this development. Thus, acquisition of numerical magnitude knowledge can be seen as the common core of numerical development.

Associations of Number Line Estimation With Mathematical Competence: A Meta-analysis.

Abstract: The number line estimation task is widely used to investigate mathematical learning and development. The present meta-analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4 to 14 years, this correlation was r = .443. The correlation increased with age, mainly because it was higher for fractions than for whole numbers. The correlation remained stable across a wide range of task variants and mathematical competence measures (i.e., counting, arithmetic, school achievement). These findings demonstrate that the task is a robust tool for diagnosing and predicting broader mathematical competence and should be further investigated in developmental and experimental training studies. [ABSTRACT FROM AUTHOR]

Dyscalculia from a developmental and differential perspective

Abstract: Developmental dyscalculia (DD) and its treatment are receiving increasing research attention. A PsychInfo search for peer-reviewed articles with dyscalculia as a title word reveals 31 papers published from 1991–2001, versus 74 papers published from 2002–2012. Still, these small counts reflect the paucity of research on DD compared to dyslexia, despite the prevalence of mathematical difficulties. In the UK, 22% of adults have mathematical difficulties sufficient to impose severe practical and occupational restrictions (Bynner and Parsons, 1997; National Center for Education Statistics, 2011). It is unlikely that all of these individuals with mathematical difficulties have DD, but criteria for defining and diagnosing dyscalculia remain ambiguous (Mazzocco and Myers, 2003). What is treated as DD in one study may be conceptualized as another form of mathematical impairment in another study. Furthermore, DD is frequently—but, we believe, mistakenly- considered a largely homogeneous disorder. Here we advocate a differential and developmental perspective on DD focused on identifying behavioral, cognitive, and neural sources of individual differences that contribute to our understanding of what DD is and what it is not.