From newborns to adults: Exploring spatial-numerical associations across three different spatial dimensions

This thesis aims to explore the origins and properties of spatial-numerical associations (SNAs), with

a focus on vertical and sagittal SNAs, which are less studied than horizontal SNAs. Indeed, while

horizontal SNAs have been extensively investigated, vertical and sagittal axes remain under-explored,

particularly in terms of their developmental origins and cognitive underpinnings. This thesis aims to

examine the role of cognitive abilities such as gravity comprehension, understanding of metaphorical

language and other age-related skills in the development of SNAs across different age groups, from

infants to adults. Another central goal is to understand how gravity and body position influence vertical

SNAs. This research will test whether vertical SNAs emerge with the understanding of gravity and

whether they are influenced by body position or visual cues. Another study will explore the impact of

working memory load on the flexibility of SNAs, which will enable us to understand the influence of

working memory on the SNAs of the three different axes. By studying SNAs in an immersive 3D

setting, this project aims to deepen our understanding of the cognitive foundations of vertical and

sagittal number-space associations, contribute to the theoretical debates on whether these phenomena

are innate or acquired, and potentially outline possible applications, particularly in mathematics

learning. The findings could offer new insights into spatial-numerical associations and improve

learning approaches in diverse educational contexts.