View in EDS

Cultural Constructions of Parent–Child Spatial Interactions.

Saved in:
Bibliographic Details
Title: Cultural Constructions of Parent–Child Spatial Interactions.
Authors: Wolff, Abigail (AUTHOR), Brock, Victoria (AUTHOR), Garcia Sosa, Stephanie (AUTHOR), Shaki, Samuel (AUTHOR), McCrink, Koleen (AUTHOR)
Source: Journal of Cognition & Development. 2026, Vol. 27 Issue 3, p382-403. 22p.
Subjects: Parent-child relationships, Spatial orientation, Cognitive linguistics, Ordinal measurement, Sociocultural factors, Mathematics education (Early childhood), Space perception, Cross-cultural studies
Geographic Terms: United States, Israel
Abstract: Cultural influences, such as a language's reading direction and parents' everyday interactions, can impact a child's asymmetric mapping of information to the left and right sides of space. To determine the ways parents transmit these spatial associations to their children, we presented three -to-five-year-old parent–child dyads in both America and Israel with a cooperative task to co-construct the first six numbers, letters of the alphabet, or colors of the rainbow. We then measured the direction in which the children placed the stimuli, the extent to which the parents guided the children (direct interactions with the stimuli, pointing, and the number of conventional phrases) to encourage them during the task, and the children's numeracy. There were three main findings. By four years of age, American children—but not Israeli children—exhibit culturally consistent spatial structuring of layouts for all types of stimuli when working with their parents on the task. Parents emphasized conventionality (through language, gesturing, and helping the children place the chips in a certain way) more for stimuli that are typically very ordered (like numbers and letters) than stimuli that are not (like colors). Children's general numeracy was related to the extent that they structured the number stimuli from left to right. Together, these findings detail how caregivers' informal and spontaneous interactions around directional conventions are specific to particular ordinal contexts, and the importance of these conventions of directionality in children's numeracy development. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Cognition & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
FullText Text:
  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 194726022
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Cultural Constructions of Parent–Child Spatial Interactions.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wolff%2C+Abigail%22">Wolff, Abigail</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Brock%2C+Victoria%22">Brock, Victoria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Garcia+Sosa%2C+Stephanie%22">Garcia Sosa, Stephanie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shaki%2C+Samuel%22">Shaki, Samuel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McCrink%2C+Koleen%22">McCrink, Koleen</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Cognition+%26+Development%22">Journal of Cognition & Development</searchLink>. 2026, Vol. 27 Issue 3, p382-403. 22p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+orientation%22">Spatial orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+linguistics%22">Cognitive linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Ordinal+measurement%22">Ordinal measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+factors%22">Sociocultural factors</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+education+%28Early+childhood%29%22">Mathematics education (Early childhood)</searchLink><br /><searchLink fieldCode="DE" term="%22Space+perception%22">Space perception</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-cultural+studies%22">Cross-cultural studies</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Cultural influences, such as a language's reading direction and parents' everyday interactions, can impact a child's asymmetric mapping of information to the left and right sides of space. To determine the ways parents transmit these spatial associations to their children, we presented three -to-five-year-old parent–child dyads in both America and Israel with a cooperative task to co-construct the first six numbers, letters of the alphabet, or colors of the rainbow. We then measured the direction in which the children placed the stimuli, the extent to which the parents guided the children (direct interactions with the stimuli, pointing, and the number of conventional phrases) to encourage them during the task, and the children's numeracy. There were three main findings. By four years of age, American children—but not Israeli children—exhibit culturally consistent spatial structuring of layouts for all types of stimuli when working with their parents on the task. Parents emphasized conventionality (through language, gesturing, and helping the children place the chips in a certain way) more for stimuli that are typically very ordered (like numbers and letters) than stimuli that are not (like colors). Children's general numeracy was related to the extent that they structured the number stimuli from left to right. Together, these findings detail how caregivers' informal and spontaneous interactions around directional conventions are specific to particular ordinal contexts, and the importance of these conventions of directionality in children's numeracy development. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Cognition & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194726022
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/15248372.2025.2553600
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 382
    Subjects:
      – SubjectFull: Parent-child relationships
        Type: general
      – SubjectFull: Spatial orientation
        Type: general
      – SubjectFull: Cognitive linguistics
        Type: general
      – SubjectFull: Ordinal measurement
        Type: general
      – SubjectFull: Sociocultural factors
        Type: general
      – SubjectFull: Mathematics education (Early childhood)
        Type: general
      – SubjectFull: Space perception
        Type: general
      – SubjectFull: Cross-cultural studies
        Type: general
      – SubjectFull: United States
        Type: general
      – SubjectFull: Israel
        Type: general
    Titles:
      – TitleFull: Cultural Constructions of Parent–Child Spatial Interactions.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wolff, Abigail
      – PersonEntity:
          Name:
            NameFull: Brock, Victoria
      – PersonEntity:
          Name:
            NameFull: Garcia Sosa, Stephanie
      – PersonEntity:
          Name:
            NameFull: Shaki, Samuel
      – PersonEntity:
          Name:
            NameFull: McCrink, Koleen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: 2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 15248372
          Numbering:
            – Type: volume
              Value: 27
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Cognition & Development
              Type: main
ResultId 1