Is the SNARC effect associated with pre-mathematical and spatial abilities in preschool?

The SNARC, a cognitive phenomenon describing the mental association between numbers and space, has been extensively studied over the last 30 years. Yet the functionality of this association in mathematical and spatial abilities remains unclear. We investigated the possible triangular relationship between these concepts in preschool children (n=136, mean age=6.3 years). The SNARC was assessed using a magnitude classification task and bootstrapping was used to measure individual SNARC consistency. 37% and 19% of the children revealed consistent number-space associations in a left-to-right and right-to-left direction respectively. 44% did not show consistent spatial-numerical mappings. Pre-mathematical and spatial abilities were measured using 7 numerical and 3 spatial tasks, respectively, reduced into two factors via two respective principal component analyses. A one-way ANOVA revealed no significant effect of SNARC consistency (left-to-right consistent, right-to-left consistent, inconsistent) on the numerical and spatial factors. Although some children show consistent spatial-numerical mappings at this developmental stage, it seems that they might not (yet) rely on these associations when performing numerical and spatial tasks.