Development of spatial preferences for counting and picture naming

Literacy overrides effects of animacy: A picture-naming study with pre-literate German children and adult speakers of German and Arabic

Animacy plays a key role for human cognition, which is also reflected in the way humans process language. However, while experiments on sentence processing show reliable effects of animacy on word order and grammatical function assignment, effects of animacy on conjoined noun phrases (e.g., fish and shoe vs. shoe and fish) have yielded inconsistent results. In the present study, we tested the possibility that effects of animacy are outranked by reading and writing habits. We examined adult speakers of German (left-to-right script) and speakers of Arabic (right-to-left script), as well as German preschool children who do not yet know how to read and write. Participants were tested in a picture naming task that presented an animate and an inanimate entity next to one another. On half of the trials, the animate entity was located on the left and, on the other half, it was located on the right side of the screen. We found that adult German and Arabic speakers differed in their order of naming. Whereas German speakers were much more likely to mention the animate entity first when it was presented on the left than on the right, a reverse tendency was observed for speakers of Arabic. Thus, in literate adults, the ordering of conjoined noun phrases was influenced by reading and writing habits rather than by the animacy status of an entity. By contrast, pre-literate children preferred to start their utterances with the animate entity regardless of position, suggesting that effects of animacy in adults have been overwritten by effects of literacy.

Antimicrobial photodynamic therapy using a low-power 650 nm laser to inhibit oral Candida albicans activity: an in vitro study

This study assessed the efficacy of antimicrobial photodynamic therapy (PDT) using a 650 nm diode laser combined with methylene blue (MB) as a photosensitizer to inhibit the growth of Candida albicans (C. albicans). Oral samples were collected from 75 patients diagnosed with oral thrush. C. albicans was isolated and identified using traditional methods and the VITEK 2 YST system. Samples (n = 25) were divided into five groups: Group 1 (control, n = 5) consisted of C. albicans suspensions in saline; Group 2 (n = 5) treated with nystatin; Group 3 (n = 5) exposed to a 650 nm diode laser in continuous mode at 200 mW for 300 seconds; Group 4 (n = 5) treated with 650 nm laser and MB as a photosensitizer; Group 5 (n = 5) exposed to the laser in combination with nystatin. Statistical analysis using ANOVA, Dunnett's t-test (P = 0.05), and LSD (P = 0.001) revealed significant differences in C. albicans counts pre- and post-treatment. Group 5 showed the most significant reduction in C. albicans, followed by Group 4, while Groups 2 and 3 showed the least variation. The findings suggest that PDT using a 650 nm diode laser with methylene blue (in continuous mode at 200 mW for 300 seconds) effectively reduced the prevalence of C. albicans.

A Prospective Evaluation of the Association of Ureteral Wall Thickness With Intraoperative Stone Impaction in Ureteroscopy

Background and objective In this study, we aimed to analyze the association of ureteral wall thickness (UWT) measured on non-contrast CT (NCCT) with stone impaction as found in ureteroscopy (URS). Materials and methods We analyzed 43 patients who underwent URS and pneumatic/laser lithotripsy for ureteric stones from May to November 2022. The UWT was measured by an experienced radiologist on NCCT. Clinical predictors of the impacted stone were calculated by univariate and multivariate regression analysis. The receiver operating characteristic (ROC) curve was calculated for the UWT cutoff to apply it for impaction with different parameters. We also evaluated the association of intra- and postoperative parameters of the two groups with UWT. Results Out of the 43 patients with stones, 26 (60.46%) patients had impacted stones. Univariate analysis was used to analyze the site (left-sided stone impacted more commonly), stone size, stone density [Hounsfield unit (HU)], hydronephrosis, UWT, and duration between initial presentation and surgery, and multivariate analysis was utilized to assess stone density, as well as UWT's association with impacted stones. The ROC curve showed a cutoff of 3.5 mm for UWT with an accuracy of 0.83. High UWT (≥3.5 mm) was associated with a significantly lower stone-free rate, more complications, and mean operative time as compared to low UWT (<3.5 mm) (p<0.05). Conclusion Based on our findings, high UWT is associated with high rates of impacted stones and a lower stone-free rate when compared to low UWT.

Differences in Muscle Activities and Kinematics between Forefoot Strike and Rearfoot Strike in the Lower Limb during 180° Turns

BACKGROUND

A forefoot strike (FFS) could be a safer landing technique than a rearfoot strike (RFS) during a cutting motion to prevent anterior cruciate ligament (ACL) injury.

PURPOSE

This study aimed to determine the joint angles, ground reaction force (GRF), and muscle activity levels associated with FFS and RFS landings during 180° turns.

STUDY DESIGN

Cross-sectional study.

METHODS

Fourteen male soccer players from the University of Tsukuba football (soccer) club participated in this study. The FFS consisted of initial contact with the toes on the force plates followed by the rearfoot; meanwhile, the initial contact was performed with the heels on the force plates followed by the forefoot for the RFS. Ankle, knee, and hip joint angles were recorded using a three-dimensional motion capture system. GRFs were measured using a force plate. Gluteus medius (GM), rectus femoris (RF), vastus medialis (VM), vastus lateralis (VL), semitendinosus (ST), biceps femoris (BF), tibialis anterior (TA), and lateral gastrocnemius (GL) activities were measured by electromyography.

RESULTS

The activities of GM, GL, and ST from initial contact to early periods during landing into the ground with the FFS are larger than those with RFS. In addition, the results showed significant differences in lower-limb angles and GRFs between the FFS and RFS.

CONCLUSION

These results suggest that there might be differences in ACL injury risk during a 180° turn between the FFS and the RFS pattern. An investigation into the grounding method that prevents injury is necessary in future studies.

LEVELS OF EVIDENCE

Level 3b.

Spatial order relates to the exact numerical magnitude of digits in young children

Spatial representation of numbers has been repeatedly associated with the development of numerical and mathematical skills. However, few studies have explored the contribution of spatial mapping to exact number representation in young children. Here we designed a novel task that allows a detailed analysis of direction, ordinality, and accuracy of spatial mapping. Preschool children, who were classified as competent counters (cardinal principle knowers), placed triplets of sequentially presented digits on the visual line. The ability to correctly order triplets tended to decrease with the larger digits. When triplets were correctly ordered, the direction of spatial mapping was predominantly oriented from left to right and the positioning of the target digits was characterized by a pattern of underestimation with no evidence of logarithmic compression. Crucially, only ordinality was associated with performance in a digit comparison task. Our results suggest that the spatial (ordinal) arrangement of digits is a powerful source of information that young children can use to construct the representation of exact numbers. Therefore, digits may acquire numerical meaning based on their spatial order on the number line.

Observation of directional storybook reading influences young children's counting direction

Even before formal schooling, children map numbers onto space in a directional manner. The origin of this preliterate spatial-numerical association is still debated. We investigated the role of enculturation for shaping the directionality of the association between numbers and space, focusing on counting behavior in 3- to 5-year-old preliterate children. Two studies provide evidence that, after observing reading from storybooks (left-to-right or right-to-left reading) children change their counting direction in line with the direction of observed reading. Just observing visuospatial directional movements had no such effect on counting direction. Complementarily, we document that book illustrations, prevalent in children's cultures, exhibit directionality that conforms to the direction of a culture's written language. We propose that shared book reading activates spatiotemporal representations of order in young children, which in turn affect their spatial representation of numbers.

An Embodiment Perspective on Number-Space Mapping in 3.5-Year-Old Dutch Children

Previous research suggests that block adding, subtracting and counting direction are early forms of number–space mapping. In this study, an embodiment perspective on these skills was taken. Embodiment theory assumes that cognition emerges through sensory–motor interaction with the environment. In line with this assumption, it was investigated if counting and adding/subtracting direction in young children is related to the hand they use during task performance. Forty‐eight 3.5‐year‐old children completed a block adding, subtracting and counting task. They had to add and remove a block from a row of three blocks and count a row of five blocks. Adding, subtracting and counting direction were related to the hand the children used for task performance. Most children who used their right hand added, removed and started counting the blocks at the right side of the row. Most children who used their left hand added, removed and started counting the blocks at the left side of the row. It can be concluded that number–space mapping, as measured by direction of adding, subtracting and counting blocks, in young children is embodied: It is not fixed, but is related to the situation. © 2016 The Authors Infant and Child Development Published by John Wiley & Sons, Ltd.

The Early Construction of Spatial Attention: Culture, Space, and Gesture in Parent-Child Interactions

American and Israeli toddler-caregiver dyads (mean age of toddler = 26 months) were presented with naturalistic tasks in which they must watch a short video (N = 97) or concoct a visual story together (N = 66). English-speaking American caregivers were more likely to use left to right spatial structuring than right to left, especially for well-ordered letters and numbers. Hebrew-speaking Israeli parents were more likely than Americans to use right to left spatial structuring, especially for letters. When constructing a pictorial narrative for their children, Americans were more likely to place pictures from left to right than Israelis. These spatial structure biases exhibited by caregivers are a potential route for the development of spatial biases in early childhood, before children have developed automatic reading and writing habits.

Finger posing primes number comprehension

Canonical finger postures, as used in counting, activate number knowledge, but the exact mechanism for this priming effect is unclear. Here we dissociated effects of visual versus motor priming of number concepts. In Experiment 1, participants were exposed either to pictures of canonical finger postures (visual priming) or actively produced the same finger postures (motor priming) and then used foot responses to rapidly classify auditory numbers (targets) as smaller or larger than 5. Classification times revealed that manually adopted but not visually perceived postures primed magnitude classifications. Experiment 2 obtained motor priming of number processing through finger postures also with vocal responses. Priming only occurred through canonical and not through non-canonical finger postures. Together, these results provide clear evidence for motor priming of number knowledge. Relative contributions of vision and action for embodied numerical cognition and the importance of canonicity of postures are discussed.

Finger counting habit and spatial-numerical association in children and adults

Sensory-motor experiences are known to build up concrete and abstract concepts during the lifespan. The present study aimed to test how finger counting habits (right-hand vs. left-hand starters) could influence the spatial-numerical representation in number-to-position (explicit) and digit-string bisection (implicit) tasks. The subjects were Italian primary school children (N=184, from the first to the fifth year) and adults (N=42). No general preference for right- or left-starting in the finger counting was found. In the explicit task, right- or left-starting did not affect performance. In the implicit task, the right-hand starters shifted from the left to the right space when bisecting small and large numbers respectively, while the left-hand starters shifted from the right to the left space with higher leftward bias for large numbers. The finger configuration in Italian children and adults influences the spatial-numerical representation, but only when implicit number processing is required by the task.

Up or down? Reading direction influences vertical counting direction in the horizontal plane - a cross-cultural comparison

Most adults and children in cultures where reading text progresses from left to right also count objects from the left to the right side of space. The reverse is found in cultures with a right-to-left reading direction. The current set of experiments investigated whether vertical counting in the horizontal plane is also influenced by reading direction. Participants were either from a left-to-right reading culture (UK) or from a mixed (left-to-right and top-to-bottom) reading culture (Hong Kong). In Experiment 1, native English-speaking children and adults and native Cantonese-speaking children and adults performed three object counting tasks. Objects were presented flat on a table in a horizontal, vertical, and square display. Independent of culture, the horizontal array was mostly counted from left to right. While the majority of English-speaking children counted the vertical display from bottom to top, the majority of the Cantonese-speaking children as well as both Cantonese- and English-speaking adults counted the vertical display from top to bottom. This pattern was replicated in the counting pattern for squares: all groups except the English-speaking children started counting with the top left coin. In Experiment 2, Cantonese-speaking adults counted a square array of objects after they read a text presented to them either in left-to-right or in top-to-bottom reading direction. Most Cantonese-speaking adults started counting the array by moving horizontally from left to right. However, significantly more Cantonese-speaking adults started counting with a top-to-bottom movement after reading the text presented in a top-to-bottom reading direction than in a left-to-right reading direction. Our results show clearly that vertical counting in the horizontal plane is influenced by longstanding as well as more recent experience of reading direction.

How space-number associations may be created in preliterate children: six distinct mechanisms

The directionality of space-number association (SNA) is shaped by cultural experiences. It usually follows the culturally dominant reading direction. Smaller numbers are generally associated with the starting side for reading (left side in Western cultures), while larger numbers are associated with the right endpoint side. However, SNAs consistent with cultural reading directions are present before children can actually read and write. Therefore, these SNAs cannot only be shaped by the direction of children’s own reading/writing behavior. We propose six distinct processes – one biological and five cultural/educational – underlying directional SNAs before formal reading acquisition: (i) Brain lateralization, (ii) Monitoring adult reading behavior, (iii) Pretend reading and writing, and rudimentary reading and writing skills, (iv) Dominant attentional directional preferences in a society, not directly related to reading direction, (v) Direct spatial-numerical learning, (vi) Other spatial-directional processes independent of reading direction. In this mini-review, we will differentiate between these processes, elaborate when in development they might emerge, discuss how they may create the SNAs observed in preliterate children and propose how they can be studied in the future.