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Fernández-Méndez LM, Contreras MJ, Elosúa MR. From What Age Is Mental Rotation Training Effective? Differences in Preschool Age but Not in Sex. Front Psychol 2018; 9:753. [PMID: 29867698 PMCID: PMC5964331 DOI: 10.3389/fpsyg.2018.00753] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2018] [Accepted: 04/30/2018] [Indexed: 01/16/2023] Open
Abstract
Currently, there is evidence that spatial skills training leads to an improvement of such skills, although studies with children in the Preschool stage are very scarce. This paper aims to examine the effectiveness of mental rotation (MR) training and sex differences in preschool children. Two experiments were carried out. Experiment 1 included 59 children of 1st course (aged between 3 and 4 years) and Experiment 2, 61 children of 2nd course (aged between 4 and 5 years) of Preschool Education, distributed into control and training groups. The results showed a significant improvement in the MR ability of the training group (measured through a different test than the one used for training) only in the older children, and a tendency toward significance in the younger participants. Moreover, no sex differences in MR or group differences across age groups were found. These results regarding MR training support the malleability of spatial skills approach, particularly in 4–5 year-old preschoolers. This malleability should be enhanced in our educational system, as well as the implementation of educational and social policies that tend toward equality between sexes in the development of spatial skills. This can promote an equitable access to academic careers requiring high spatial skills such as engineering, science, technology or mathematics, in which nowadays women are underrepresented.
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Affiliation(s)
- Laura M Fernández-Méndez
- Departamento de Psicología Básica I, Universidad Nacional de Educación a Distancia, Madrid, Spain
| | - María José Contreras
- Departamento de Psicología Básica I, Universidad Nacional de Educación a Distancia, Madrid, Spain
| | - M Rosa Elosúa
- Departamento de Psicología Básica I, Universidad Nacional de Educación a Distancia, Madrid, Spain
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Kurth F, Spencer D, Hines M, Luders E. Sex differences in associations between spatial ability and corpus callosum morphology. J Neurosci Res 2018; 96:1380-1387. [PMID: 29748968 DOI: 10.1002/jnr.24260] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2017] [Revised: 04/19/2018] [Accepted: 04/23/2018] [Indexed: 11/06/2022]
Abstract
Rotating mental representations of objects is accompanied by widespread bilateral brain activations. Thus, interhemispheric communication channels may play a relevant part when engaging in mental rotation tasks. Indeed, links between mental rotation and dimensions of the corpus callosum-the brain's main commissure system-have been reported. However, existing findings are sparse and inconsistent across studies. Here we set out to further characterize the nature of any such links, including their exact location across the corpus callosum. For this purpose, we applied an advanced image analysis approach assessing callosal thickness at 100 equidistant points in a sample of 38 healthy adults (19 men, 19 women), aged between 22 and 45 years. We detected a sex interaction, with significant structure-performance relationships in women, but not in men. Specifically, better mental rotation performance was linked to a thicker female corpus callosum within regions of the callosal splenium, posterior midbody, and anterior third. These findings may suggest sex differences in problem solving strategies where in women, more than in men, stronger interhemispheric connectivity-especially between occipitoparietal, frontal, and prefrontal regions-is associated with improved task performance. © 2018 Wiley Periodicals, Inc.
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Affiliation(s)
- Florian Kurth
- School of Psychology, University of Auckland, Auckland, New Zealand
| | - Debra Spencer
- Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| | - Melissa Hines
- Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| | - Eileen Luders
- School of Psychology, University of Auckland, Auckland, New Zealand
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Frick A. Spatial transformation abilities and their relation to later mathematics performance. PSYCHOLOGICAL RESEARCH 2018; 83:1465-1484. [DOI: 10.1007/s00426-018-1008-5] [Citation(s) in RCA: 74] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2017] [Accepted: 04/03/2018] [Indexed: 12/23/2022]
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Tian M, Deng Z, Meng Z, Li R, Zhang Z, Qi W, Wang R, Yin T, Ji M. The Impact of Individual Differences, Types of Model and Social Settings on Block Building Performance among Chinese Preschoolers. Front Psychol 2018; 9:27. [PMID: 29441031 PMCID: PMC5797599 DOI: 10.3389/fpsyg.2018.00027] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2017] [Accepted: 01/10/2018] [Indexed: 11/17/2022] Open
Abstract
Children's block building performances are used as indicators of other abilities in multiple domains. In the current study, we examined individual differences, types of model and social settings as influences on children's block building performance. Chinese preschoolers (N = 180) participated in a block building activity in a natural setting, and performance was assessed with multiple measures in order to identify a range of specific skills. Using scores generated across these measures, three dependent variables were analyzed: block building skills, structural balance and structural features. An overall MANOVA showed that there were significant main effects of gender and grade level across most measures. Types of model showed no significant effect in children's block building. There was a significant main effect of social settings on structural features, with the best performance in the 5-member group, followed by individual and then the 10-member block building. These findings suggest that boys performed better than girls in block building activity. Block building performance increased significantly from 1st to 2nd year of preschool, but not from second to third. The preschoolers created more representational constructions when presented with a model made of wooden rather than with a picture. There was partial evidence that children performed better when working with peers in a small group than when working alone or working in a large group. It is suggested that future study should examine other modalities rather than the visual one, diversify the samples and adopt a longitudinal investigation.
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Affiliation(s)
- Mi Tian
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Zhu Deng
- School of Psychology, Nanjing Normal University, Nanjing, China
| | - Zhaokun Meng
- School of Art and Literature, Shihezi University, Xinjiang, China
| | - Rui Li
- School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, China
| | - Zhiyi Zhang
- School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China
| | - Wenhui Qi
- School of Foreign Studies, Nanjing Forestry University, Nanjing, China
| | - Rui Wang
- Nanjing Liuyi Kindergarten, Nanjing, China
| | | | - Menghui Ji
- Nanjing Liuyi Kindergarten, Nanjing, China
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Stadskleiv K, Batorowicz B, Massaro M, van Balkom H, von Tetzchner S. Visual-spatial cognition in children using aided communication. Augment Altern Commun 2018; 34:68-78. [DOI: 10.1080/07434618.2017.1422017] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023] Open
Affiliation(s)
- Kristine Stadskleiv
- Department of Clinical Neurosciences for Children, Oslo University Hospital, Oslo, Norway
| | - Beata Batorowicz
- School of Rehabilitation Therapy, Faculty of Health Sciences, Queen’s University, Kingston, ON, Canada
| | - Munique Massaro
- Department of Special Education, Rio Claro Municipality, Rio Claro, Brazil
| | - Hans van Balkom
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
- Milo Foundation, Schijndel, Netherlands
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Yeung SP, Wong WI. Gender Labels on Gender-Neutral Colors: Do they Affect Children’s Color Preferences and Play Performance? SEX ROLES 2018. [DOI: 10.1007/s11199-017-0875-3] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Evidence-based guidance to assist volunteers working with at-risk children in a school context. INT J EVID-BASED HEA 2017; 16:32-46. [PMID: 29140876 DOI: 10.1097/xeb.0000000000000128] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AIM One of the activities of the Belgian Red Cross is the 'Bridging the Gap' project, in collaboration with local schools. In this project, volunteers join the teaching staff to improve personal development goals in at-risk children with poor performance. The aim of this study was to develop evidence-based guidance for the volunteers to help them choose the right didactical approach for supporting these children. METHOD Systematic literature searches were performed in three bibliographic databases (the Campbell Library, MEDLINE and ERIC) to find the effectiveness of 16 different didactical activities. In addition, during a consensus meeting with relevant stakeholders, we discussed the applicability and meaningfulness of these activities for volunteers in the school context. RESULTS We identified 38 relevant studies out of 12 056 references. Evidence of effectiveness was available for the following activities: book reading, road-safety education, number games, puzzle making, singing, block-building activities, reading poetry, computer-assisted instruction, storyboards, role play and a library visit. Based on the discussion with stakeholders, we developed evidence-based guidance with recommendations and suggestions to assist volunteers in their task. CONCLUSION This evidence-based guidance was developed to help volunteers working in a school context to choose which didactical activities to carry out with at-risk children, with the aim of improving the children's personal development. The list of didactical approaches we promote is not exhaustive and will most likely continue to grow, as many activities are currently not (well) described in scientific studies. In addition, contextual factors that may play a role in the success or failure of certain didactical activities are also subject to change.
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The contribution of spatial ability to mathematics achievement in middle childhood. J Exp Child Psychol 2017; 163:107-125. [DOI: 10.1016/j.jecp.2017.04.016] [Citation(s) in RCA: 52] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2016] [Revised: 04/19/2017] [Accepted: 04/21/2017] [Indexed: 11/19/2022]
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Casey BM, Lombardi CM, Pollock A, Fineman B, Pezaris E. Girls’ Spatial Skills and Arithmetic Strategies in First Grade as Predictors of Fifth-Grade Analytical Math Reasoning. JOURNAL OF COGNITION AND DEVELOPMENT 2017. [DOI: 10.1080/15248372.2017.1363044] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Ho A, Lee J, Wood E, Kassies S, Heinbuck C. Tap, swipe, and build: Parental spatial input during iPad®and toy play. INFANT AND CHILD DEVELOPMENT 2017. [DOI: 10.1002/icd.2061] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Ariel Ho
- Department of Psychology, Faculty of Science; Wilfrid Laurier University; Waterloo Ontario Canada
| | - Joanne Lee
- Department of Psychology, Faculty of Science; Wilfrid Laurier University; Waterloo Ontario Canada
| | - Eileen Wood
- Department of Psychology, Faculty of Science; Wilfrid Laurier University; Waterloo Ontario Canada
| | - Samantha Kassies
- Department of Psychology, Faculty of Science; Wilfrid Laurier University; Waterloo Ontario Canada
| | - Carissa Heinbuck
- Department of Psychology, Faculty of Science; Wilfrid Laurier University; Waterloo Ontario Canada
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Polinsky N, Perez J, Grehl M, McCrink K. Encouraging Spatial Talk: Using Children's Museums to Bolster Spatial Reasoning. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2017; 11:144-152. [PMID: 29422944 PMCID: PMC5798627 DOI: 10.1111/mbe.12145] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Longitudinal spatial language intervention studies have shown that greater exposure to spatial language improves children's performance on spatial tasks. Can short naturalistic, spatial language interactions also evoke improved spatial performance? In this study, parents were asked to interact with their child at a block wall exhibit in a children's museum. Some parents were instructed to emphasize formal shape terms, others to emphasize spatial goals, and some were not provided scripts. Children were presented with a series of spatial reasoning tasks before and after this parental interaction, and the amount and type of spatial language during the training session was coded for parents and children. We found that (a) parents significantly increased their spatial language use when prompted, (b) children and parents used different types of spatial language in each of the scripted conditions, and
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Affiliation(s)
- Naomi Polinsky
- Department of Psychology, Barnard College, Columbia University
| | - Jasmin Perez
- Department of Psychology, Barnard College, Columbia University
| | - Mora Grehl
- Department of Psychology, Barnard College, Columbia University
| | - Koleen McCrink
- Department of Psychology, Barnard College, Columbia University
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Getting some space: Infants’ and caregivers’ containment and support spatial constructions during play. J Exp Child Psychol 2017; 159:110-128. [PMID: 28285041 DOI: 10.1016/j.jecp.2017.01.012] [Citation(s) in RCA: 41] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2016] [Revised: 01/26/2017] [Accepted: 01/26/2017] [Indexed: 11/20/2022]
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Hawes Z, Moss J, Caswell B, Naqvi S, MacKinnon S. Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention. COGNITION AND INSTRUCTION 2017. [DOI: 10.1080/07370008.2017.1323902] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Zachary Hawes
- University of Toronto, Applied Psychology & Human Development, Ontario, Canada
| | - Joan Moss
- University of Toronto, Applied Psychology & Human Development, Ontario, Canada
| | - Beverly Caswell
- University of Toronto, Applied Psychology & Human Development, Ontario, Canada
| | - Sarah Naqvi
- University of Toronto, Applied Psychology & Human Development, Ontario, Canada
| | - Sharla MacKinnon
- Rainy River District School Board, Fort Frances, Ontario, Canada
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Cornu V, Schiltz C, Pazouki T, Martin R. Training early visuo-spatial abilities: A controlled classroom-based intervention study. APPLIED DEVELOPMENTAL SCIENCE 2017. [DOI: 10.1080/10888691.2016.1276835] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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REFERENCES. Monogr Soc Res Child Dev 2017. [DOI: 10.1111/mono.12286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Wong WI. The space-math link in preschool boys and girls: Importance of mental transformation, targeting accuracy, and spatial anxiety. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2016; 35:249-266. [PMID: 27761929 DOI: 10.1111/bjdp.12161] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2016] [Revised: 09/20/2016] [Indexed: 11/30/2022]
Abstract
Spatial abilities are pertinent to mathematical competence, but evidence of the space-math link has largely been confined to older samples and intrinsic spatial abilities (e.g., mental transformation). The roles of gender and affective factors are also unclear. This study examined the correlations between counting ability, mental transformation, and targeting accuracy in 182 Hong Kong preschoolers, and whether these relationships were weaker at higher spatial anxiety levels. Both spatial abilities related with counting similarly for boys and girls. Targeting accuracy also mediated the male advantage in counting. Interestingly, spatial anxiety moderated the space-math links, but differently for boys and girls. For boys, spatial abilities were irrelevant to counting at high anxiety levels; for girls, the role of anxiety on the space-math link is less clear. Results extend the evidence base of the space-math link to include an extrinsic spatial ability (targeting accuracy) and have implications for intervention programmes. Statement of contribution What is already known on this subject? Much evidence of a space-math link in adolescent and adult samples and for intrinsic spatial abilities. What does this study add? Extended the space-math link to include both intrinsic and extrinsic spatial abilities in a preschool sample. Showed how spatial anxiety moderated the space-math link differently for boys and girls.
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Affiliation(s)
- Wang I Wong
- Department of Psychology, University of Hong Kong, Hong Kong
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69
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Newman SD, Hansen MT, Gutierrez A. An fMRI Study of the Impact of Block Building and Board Games on Spatial Ability. Front Psychol 2016; 7:1278. [PMID: 27621714 PMCID: PMC5002428 DOI: 10.3389/fpsyg.2016.01278] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2016] [Accepted: 08/10/2016] [Indexed: 11/13/2022] Open
Abstract
Previous studies have found that block play, board games, and puzzles result in better spatial ability. This study focused on examining the differential impact of structured block play and board games on spatial processing. Two groups of 8-year-old children were studied. One group participated in a five session block play training paradigm and the second group had a similar training protocol but played a word/spelling board game. A mental rotation task was assessed before and after training. The mental rotation task was performed during fMRI to observe the neural changes associated with the two play protocols. Only the block play group showed effects of training for both behavioral measures and fMRI measured brain activation. Behaviorally, the block play group showed improvements in both reaction time and accuracy. Additionally, the block play group showed increased involvement of regions that have been linked to spatial working memory and spatial processing after training. The board game group showed non-significant improvements in mental rotation performance, likely related to practice effects, and no training related brain activation differences. While the current study is preliminary, it does suggest that different “spatial” play activities have differential impacts on spatial processing with structured block play but not board games showing a significant impact on mental rotation performance.
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Affiliation(s)
- Sharlene D Newman
- Department of Psychological and Brain Sciences, Indiana University Bloomington, IN, USA
| | - Mitchell T Hansen
- Department of Psychological and Brain Sciences, Indiana University Bloomington, IN, USA
| | - Arianna Gutierrez
- Department of Psychological and Brain Sciences, Indiana University Bloomington, IN, USA
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70
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Video gaming and gender differences in digital and printed reading performance among 15-year-olds students in 26 countries. J Adolesc 2016; 48:45-61. [DOI: 10.1016/j.adolescence.2016.01.004] [Citation(s) in RCA: 41] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2015] [Revised: 01/11/2016] [Accepted: 01/17/2016] [Indexed: 11/19/2022]
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van den Heuvel-Panhuizen M, Elia I, Robitzsch A. Effects of reading picture books on kindergartners' mathematics performance. EDUCATIONAL PSYCHOLOGY 2016; 36:323-346. [PMID: 26855457 PMCID: PMC4720050 DOI: 10.1080/01443410.2014.963029] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2013] [Accepted: 08/29/2014] [Indexed: 06/04/2023]
Abstract
This article describes a field experiment with a pretest-posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect (d = .13) on kindergartners' mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys.
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Affiliation(s)
- Marja van den Heuvel-Panhuizen
- Faculty of Science & Faculty of Social and Behavioural Sciences, Freudenthal Institute for Science and Mathematics Education, Utrecht University, Utrecht, The Netherlands
| | - Iliada Elia
- Department of Education, University of Cyprus, Nicosia, Cyprus
| | - Alexander Robitzsch
- Federal Institute for Education Research, Innovation and Development of the Austrian School System, Salzburg, Austria
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Levine SC, Foley A, Lourenco S, Ehrlich S, Ratliff K. Sex differences in spatial cognition: advancing the conversation. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2016; 7:127-55. [DOI: 10.1002/wcs.1380] [Citation(s) in RCA: 75] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2010] [Revised: 09/30/2015] [Accepted: 12/09/2015] [Indexed: 01/10/2023]
Affiliation(s)
- Susan C. Levine
- Department of Psychology University of Chicago Chicago IL USA
| | - Alana Foley
- Department of Psychology University of Chicago Chicago IL USA
| | - Stella Lourenco
- Department of Psychology University of Chicago Chicago IL USA
| | - Stacy Ehrlich
- Department of Psychology University of Chicago Chicago IL USA
| | - Kristin Ratliff
- Department of Psychology University of Chicago Chicago IL USA
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Casey BM, Pezaris E, Fineman B, Pollock A, Demers L, Dearing E. A longitudinal analysis of early spatial skills compared to arithmetic and verbal skills as predictors of fifth-grade girls' math reasoning. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.03.028] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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75
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Jirout JJ, Newcombe NS. Building Blocks for Developing Spatial Skills: Evidence From a Large, Representative U.S. Sample. Psychol Sci 2015; 26:302-10. [DOI: 10.1177/0956797614563338] [Citation(s) in RCA: 143] [Impact Index Per Article: 15.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
There is evidence suggesting that children’s play with spatial toys (e.g., puzzles and blocks) correlates with spatial development. Females play less with spatial toys than do males, which arguably accounts for males’ spatial advantages; children with high socioeconomic status (SES) also show an advantage, though SES-related differences in spatial play have been less studied than gender-related differences. Using a large, nationally representative sample from the standardization study of the Wechsler Preschool and Primary Scale of Intelligence–Fourth Edition, and controlling for other cognitive abilities, we observed a specific relation between parent-reported frequency of spatial play and Block Design scores that was invariant across gender and SES. Reported spatial play was higher for boys than for girls, but controlling for spatial play did not eliminate boys’ relative advantage on this subtest. SES groups did not differ in reported frequency of spatial play. Future research should consider quality as well as quantity of play, and should explore underlying mechanisms to evaluate causality.
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76
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Richardson M, Hunt TE, Richardson C. Children's construction task performance and spatial ability: controlling task complexity and predicting mathematics performance. Percept Mot Skills 2014; 119:741-57. [PMID: 25387037 DOI: 10.2466/22.24.pms.119c28z8] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This paper presents a methodology to control construction task complexity and examined the relationships between construction performance and spatial and mathematical abilities in children. The study included three groups of children (N = 96); ages 7-8, 10-11, and 13-14 years. Each group constructed seven pre-specified objects. The study replicated and extended previous findings that indicated that the extent of component symmetry and variety, and the number of components for each object and available for selection, significantly predicted construction task difficulty. Results showed that this methodology is a valid and reliable technique for assessing and predicting construction play task difficulty. Furthermore, construction play performance predicted mathematical attainment independently of spatial ability.
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77
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Oostermeijer M, Boonen AJH, Jolles J. The relation between children's constructive play activities, spatial ability, and mathematical word problem-solving performance: a mediation analysis in sixth-grade students. Front Psychol 2014; 5:782. [PMID: 25101038 PMCID: PMC4102248 DOI: 10.3389/fpsyg.2014.00782] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2014] [Accepted: 07/02/2014] [Indexed: 01/13/2023] Open
Abstract
The scientific literature shows that constructive play activities are positively related to children's spatial ability. Likewise, a close positive relation is found between spatial ability and mathematical word problem-solving performances. The relation between children's constructive play and their performance on mathematical word problems is, however, not reported yet. The aim of the present study was to investigate whether spatial ability acted as a mediator in the relation between constructive play and mathematical word problem-solving performance in 128 sixth-grade elementary school children. This mediating role of spatial ability was tested by utilizing the current mediation approaches suggested by Preacher and Hayes (2008). Results showed that 38.16% of the variance in mathematical word problem-solving performance is explained by children's constructive play activities and spatial ability. More specifically, spatial ability acted as a partial mediator, explaining 31.58% of the relation between constructive play and mathematical word problem-solving performance.
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Affiliation(s)
- Meike Oostermeijer
- Faculty of Psychology and Education, Department of Educational Neuroscience, VU University Amsterdam, Netherlands
| | - Anton J H Boonen
- Faculty of Psychology and Education, Department of Educational Neuroscience, VU University Amsterdam, Netherlands
| | - Jelle Jolles
- Faculty of Psychology and Education, Department of Educational Neuroscience, VU University Amsterdam, Netherlands
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Preschool children's joint block building during a guided play activity. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2014. [DOI: 10.1016/j.appdev.2014.05.005] [Citation(s) in RCA: 52] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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80
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Cheng YL, Mix KS. Spatial Training Improves Children's Mathematics Ability. JOURNAL OF COGNITION AND DEVELOPMENT 2013. [DOI: 10.1080/15248372.2012.725186] [Citation(s) in RCA: 137] [Impact Index Per Article: 12.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Verdine BN, Golinkoff RM, Hirsh-Pasek K, Newcombe NS, Filipowicz AT, Chang A. Deconstructing building blocks: preschoolers' spatial assembly performance relates to early mathematical skills. Child Dev 2013; 85:1062-1076. [PMID: 24112041 DOI: 10.1111/cdev.12165] [Citation(s) in RCA: 104] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
This study focuses on three main goals: First, 3-year-olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematical skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematical performance. Finally, the relation between spatial assembly skill and socioeconomic status (SES), gender, and parent-reported spatial language was examined. While children's performance did not differ by gender, lower SES children were already lagging behind higher SES children in block assembly. Furthermore, lower SES parents reported using significantly fewer spatial words with their children.
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82
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What underlies successful word problem solving? A path analysis in sixth grade students. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2013. [DOI: 10.1016/j.cedpsych.2013.05.001] [Citation(s) in RCA: 70] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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83
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Decker SL, Hale JB, Flanagan DP. PROFESSIONAL PRACTICE ISSUES IN THE ASSESSMENT OF COGNITIVE FUNCTIONING FOR EDUCATIONAL APPLICATIONS. PSYCHOLOGY IN THE SCHOOLS 2013. [DOI: 10.1002/pits.21675] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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84
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Spatial skills as a predictor of first grade girls' use of higher level arithmetic strategies. LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2012.08.001] [Citation(s) in RCA: 54] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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85
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Decker SL, Englund JA, Roberts AM. Higher-order factor structures for the WISC-IV: implications for neuropsychological test interpretation. APPLIED NEUROPSYCHOLOGY-CHILD 2012; 3:135-44. [PMID: 24716872 DOI: 10.1080/21622965.2012.737760] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Factor-analytic studies support a hierarchical four-factor model for the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) with a prominent general, third-order factor. However, there is substantial disagreement on which type of higher-order model best fits the data and how different models should guide test interpretation in clinical practice, with many studies concluding interpretation should primarily be focused on general indicators of intelligence. We performed a series of confirmatory factor analyses with the WISC-IV standardization sample (N = 2,200, ages 6-16 years) to examine model fit and reexamined models used to support test interpretation at the general level. Consistent with previous research, bifactor models were difficult to identify; however, compared with bifactor and hierarchical models, the correlated factors model with no general higher-order factor provided the best fit to the data. Results from this study support the basic four-factor model specified in the WISC-IV technical manual, with test interpretation primarily focused at the factor level, rather than the general level suggested in previous studies.
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Affiliation(s)
- Scott L Decker
- a Department of Psychology , University of South Carolina , Columbia , South Carolina
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86
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Mix KS, Cheng YL. The relation between space and math: developmental and educational implications. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2012; 42:197-243. [PMID: 22675907 DOI: 10.1016/b978-0-12-394388-0.00006-x] [Citation(s) in RCA: 108] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
There is a well-known relation between spatial ability and mathematics dating back to the work of early twentieth century factor analysts. This connection is a ripe opportunity for educators, who might use spatial training to improve math learning. However, a closer look at the literature reveals gaps that impede direct application. The primary problem is that although this relation is well established in older children and adults, its emergence in early development and subsequent developmental interactions are not well documented. Moreover, there is a need for more mechanistic explanations that might be leveraged to improve math education. In this chapter, we attempt to address these issues by reviewing the existing literature to identify instances where answers are available and others where further research is needed.
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Affiliation(s)
- Kelly S Mix
- College of Education, MIchigan State University, East Lansing, Michigan, USA
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87
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Casey BM, Pezaris EE, Bassi J. Adolescent boys' and girls' block constructions differ in structural balance: A block-building characteristic related to math achievement. LEARNING AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.lindif.2011.11.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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88
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Hahn N, Jansen P, Heil M. Preschoolers' Mental Rotation: Sex Differences in Hemispheric Asymmetry. J Cogn Neurosci 2010; 22:1244-50. [DOI: 10.1162/jocn.2009.21236] [Citation(s) in RCA: 41] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract
Mental rotation performance has been found to produce one of the largest sex differences in cognition accompanied by sex differences in functional cerebral asymmetry. Although sex differences in mental rotation performance can be reliably demonstrated as early as age 5 years old, that is, long before puberty, no data exist as to whether preschooler's mental rotation performance is accompanied by sex differences in functional cerebral asymmetry. Based on the electrophysiological brain correlates of mental rotation, we observed a bilateral parietal brain activity for preschool boys whereas the preschool girls' brain activity was clearly lateralized toward the left hemisphere if and only if mental rotation was needed to solve the task. Thus, sex differences in functional cerebral asymmetry during mental rotation do not require hormonal changes that occur during puberty.
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Affiliation(s)
- Nicola Hahn
- 1University of Regensburg, Germany
- 2Heinrich-Heine University, Düsseldorf, Germany
| | | | - Martin Heil
- 2Heinrich-Heine University, Düsseldorf, Germany
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Richardson M, Jones G, Croker S, Brown S. Identifying the task characteristics that predict children's construction task performance. APPLIED COGNITIVE PSYCHOLOGY 2010. [DOI: 10.1002/acp.1702] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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