Mental simulation and its influence on finger-based numerical representations

Abstract

Background

There is evidence indicating beneficial effects of mental simulation on athletic and musical performance. We evaluated whether such beneficial effects of mental simulation generalize to the cognitive domain in terms of embodied (finger-based) numerical representations.

Methods

We assessed 70 preschoolers (36 girls, mean age 5;9) on tasks assessing different basic numerical skills (e.g., counting, cardinality understanding, number composition, etc.) as well as different aspects of finger-based numerical representations. A subgroub completed a mental simulation phase prior to testing finger-based representations.

Results

Children who completed the mental simulation phase, performed better on the tasks assessing finger-based representations compared to, children who did not complete the simulation phase. This held even when controlling for performance in basic numerical skills.

Conclusion

This study provides evidence that beneficial effects of mental simulation generalize to embodied (finger-based) numerical representations. Mental simulation may be useful to integrate in the instruction of basic numerical skills.