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Pickering HE, Peters JL, Crewther SG. A Role for Visual Memory in Vocabulary Development: A Systematic Review and Meta-Analysis. Neuropsychol Rev 2023; 33:803-833. [PMID: 36136174 PMCID: PMC10770228 DOI: 10.1007/s11065-022-09561-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 07/24/2022] [Indexed: 10/14/2022]
Abstract
Although attention and early associative learning in preverbal children is predominantly driven by rapid eye-movements in response to moving visual stimuli and sounds/words (e.g., associating the word "bottle" with the object), the literature examining the role of visual attention and memory in ongoing vocabulary development across childhood is limited. Thus, this systematic review and meta-analysis examined the association between visual memory and vocabulary development, including moderators such as age and task selection, in neurotypical children aged 2-to-12 years, from the brain-based perspective of cognitive neuroscience. Visual memory tasks were classified according to the visual characteristics of the stimuli and the neural networks known to preferentially process such information, including consideration of the distinction between the ventral visual stream (processing more static visuo-perceptual details, such as form or colour) and the more dynamic dorsal visual stream (processing spatial temporal action-driven information). Final classifications included spatio-temporal span tasks, visuo-perceptual or spatial concurrent array tasks, and executive judgment tasks. Visuo-perceptual concurrent array tasks, reliant on ventral stream processing, were moderately associated with vocabulary, while tasks measuring spatio-temporal spans, associated with dorsal stream processing, and executive judgment tasks (central executive), showed only weak correlations with vocabulary. These findings have important implications for health professionals and researchers interested in language, as they advocate for the development of more targeted language learning interventions that include specific and relevant aspects of visual processing and memory, such as ventral stream visuo-perceptual details (i.e., shape or colour).
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Affiliation(s)
- Hayley E Pickering
- Department of Psychology, Counselling, and Therapy, La Trobe University, Kingsbury Drive, Melbourne, VIC, 3086, Australia.
| | - Jessica L Peters
- Department of Psychology, Counselling, and Therapy, La Trobe University, Kingsbury Drive, Melbourne, VIC, 3086, Australia
| | - Sheila G Crewther
- Department of Psychology, Counselling, and Therapy, La Trobe University, Kingsbury Drive, Melbourne, VIC, 3086, Australia
- Centre for Human Psychopharmacology, Swinburne University of Technology, Hawthorn, VIC, 3122, Australia
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2
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Ashkenazi S, Velner H. The interplay between math performances, spatial abilities, and affective factors: The role of task. Trends Neurosci Educ 2023; 33:100211. [PMID: 38049289 DOI: 10.1016/j.tine.2023.100211] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2023] [Revised: 09/05/2023] [Accepted: 09/06/2023] [Indexed: 12/06/2023]
Abstract
Many studies have suggested that cognitive and affective abilities (such as math anxiety- MA and math self-efficacy) explain individual differences in math. PURPOSE The present study explores the interplay between MA, math self-efficacy, spatial anxiety and spatial abilities in explaining individual differences on two complex math tasks. PROCEDURES Ninety-three college students took part in the experiment and completed 3 emotional questionnaires, in addition to 2 math tasks and a mental rotation task. FINDINGS The interplay between math performances and cognitive and affective factors is related to task demand. MA and spatial abilities affected math performances directly, regardless of task. Spatial anxiety had only an indirect effect on math performances via MA, regardless of task. CONCLUSIONS These finding suggest that for math performances, contrary to MA, real spatial abilities rather than perceived spatial anxiety play a significant role in explaining individual differences. Hence, the present result dissociates cognitive and emotional factors.
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Affiliation(s)
- Sarit Ashkenazi
- Learning Disabilities, The Hebrew University of Jerusalem, The Seymour Fox School of Education, Jerusalem, Israel.
| | - Hagar Velner
- Learning Disabilities, The Hebrew University of Jerusalem, The Seymour Fox School of Education, Jerusalem, Israel
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3
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Georges C, Cornu V, Schiltz C. The importance of spatial language for early numerical development in preschool: Going beyond verbal number skills. PLoS One 2023; 18:e0292291. [PMID: 37773948 PMCID: PMC10540965 DOI: 10.1371/journal.pone.0292291] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 09/17/2023] [Indexed: 10/01/2023] Open
Abstract
Recent evidence suggests that spatial language in preschool positively affects the development of verbal number skills, as indexed by aggregated performances on counting and number naming tasks. We firstly aimed to specify whether spatial language (the knowledge of locative prepositions) significantly relates to both of these measures. In addition, we assessed whether the predictive value of spatial language extends beyond verbal number skills to numerical subdomains without explicit verbal component, such as number writing, symbolic magnitude classifications, ordinal judgments and numerosity comparisons. To determine the unique contributions of spatial language to these numerical skills, we controlled in our regression analyses for intrinsic and extrinsic spatial abilities, phonological awareness as well as age, socioeconomic status and home language. With respect to verbal number skills, it appeared that spatial language uniquely predicted forward and backward counting but not number naming, which was significantly affected only by phonological awareness. Regarding numerical tasks that do not contain explicit verbal components, spatial language did not relate to number writing or numerosity comparisons. Conversely, it explained unique variance in symbolic magnitude classifications and was the only predictor of ordinal judgments. These findings thus highlight the importance of spatial language for early numerical development beyond verbal number skills and suggest that the knowledge of spatial terms is especially relevant for processing cardinal and ordinal relations between symbolic numbers. Promoting spatial language in preschool might thus be an interesting avenue for fostering the acquisition of these symbolic numerical skills prior to formal schooling.
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Affiliation(s)
- Carrie Georges
- Department of Behavioural and Cognitive Sciences, Faculty of Humanities, Education and Social Sciences, University of Luxembourg, Esch-Belval, Luxembourg
| | - Véronique Cornu
- Centre pour le Développement des Apprentissages Grande-Duchesse Maria Teresa, Ministère de l’Éducation Nationale, de l’Enfance et de la Jeunesse, Strassen, Luxembourg
| | - Christine Schiltz
- Department of Behavioural and Cognitive Sciences, Faculty of Humanities, Education and Social Sciences, University of Luxembourg, Esch-Belval, Luxembourg
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4
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Scott J, Jay T, Spray C. Achievement in Fundamental Movement Skills, Spatial Abilities, and Mathematics among Lower Key Stage 2 Children. J Intell 2023; 11:jintelligence11050087. [PMID: 37233336 DOI: 10.3390/jintelligence11050087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Revised: 04/19/2023] [Accepted: 04/30/2023] [Indexed: 05/27/2023] Open
Abstract
Research has demonstrated links between sport and mathematics learning, and their relationship with spatial abilities in children. This study explored the association between the development of fundamental movement skills (FMS) and mathematics achievement, and whether the understanding of specific spatial concepts mediated these relationships. Overall, 154 Year 3 children (69 males, 85 females, aged 7-8 years) from four schools in England completed an FMS assessment involving six skills; four spatial tasks assessing intrinsic-static, intrinsic-dynamic, extrinsic-static, and extrinsic-dynamic spatial abilities; and a mathematics test assessing numerical, geometrical, and arithmetical abilities. Overall FMS ability (a combined score across the six skills) was significantly positively correlated to overall mathematics achievement. This relationship was mediated by children's performance on the intrinsic-static spatial ability test. These findings suggest that children who have more mature FMS perform better in mathematics tasks, and this could be due to more developed intrinsic-static spatial ability. However, further research is necessary to determine the mediation effects of intrinsic-dynamic and extrinsic-static spatial ability.
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Affiliation(s)
- Jessica Scott
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
| | - Tim Jay
- Department of Mathematics Education, Loughborough University, Loughborough LE11 3TU, UK
| | - Christopher Spray
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
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5
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Santana Espitia AC, Otálora Y, Taborda Osorio H. Aprendizaje del conteo y los números naturales en preescolar: una revisión sistemática de la literatura. UNIVERSITAS PSYCHOLOGICA 2022. [DOI: 10.11144/javeriana.upsy21.acnn] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Aprender a contar cantidades discretas de forma exacta constituye uno de los primeros hitos del desarrollo del conocimiento matemático infantil. En los últimos años, ha habido un extenso debate en torno a cómo ocurre este proceso de aprendizaje en preescolar. La actual investigación tuvo como objetivo conocer las temáticas y preguntas de investigación generales desarrolladas en los últimos cinco años en cuanto al aprendizaje del conteo y los números naturales en preescolar. Para ello, se realizó una revisión sistemática en la que se hizo una indagación en las bases de datos ScienceDirect, EBSCO, Web of Science, SpringerLink, JSTOR y Sage. Se obtuvieron 98 artículos de investigación que fueron examinados mediante análisis de conglomerados y mapas jerárquicos a través de NVIVO 11.0. Se encontraron cuatro núcleos temáticos (Ideas sobre los procesos cognitivos implicados en la comprensión del número, Representación de magnitudes numéricas, Intervenciones para favorecer el desarrollo de habilidades matemáticas y Aspectos estructurales del número), que muestran el panorama actual de investigación sobre aprendizaje del conteo. Los resultados de este estudio son importantes para delimitar posibles programas futuros de investigación, y pueden ser usados por docentes como insumo para enriquecer los ambientes de aprendizaje de sus aulas de clase.
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6
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Lindner N, Moeller K, Dresen V, Pixner S, Lonnemann J. Children's spatial language skills predict their verbal number skills: A longitudinal study. PLoS One 2022; 17:e0277026. [PMID: 36315572 PMCID: PMC9621456 DOI: 10.1371/journal.pone.0277026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 10/19/2022] [Indexed: 11/06/2022] Open
Abstract
The process of number symbolization is assumed to be critically influenced by the acquisition of so-called verbal number skills (e.g., verbally reciting the number chain and naming Arabic numerals). For the acquisition of these verbal number skills, verbal and visuospatial skills are discussed as contributing factors. In this context, children’s verbal number skills have been found to be associated with their concurrent spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind). In a longitudinal study with three measurement times (T1, T2, T3) at an interval of about 6 months, we evaluated the predictive role of preschool children’s (mean age at T1: 3 years and 10 months) spatial language skills for the acquisition of verbal number skills. Children’s spatial language skills at T2 significantly predicted their verbal number skills at T3, when controlling for influences of important covariates such as vocabulary knowledge. In addition, further analyses replicated previous results indicating that children’s spatial language skills at T2 were associated with their verbal number skills at T2. Exploratory analyses further revealed that children’s verbal number skills at T1 predict their spatial language at T2. Results suggests that better spatial language skills at the age of 4 years facilitate the future acquisition of verbal number skills.
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Affiliation(s)
- Nadja Lindner
- Empirical Childhood Research, University of Potsdam, Potsdam, Germany
- * E-mail:
| | - Korbinian Moeller
- Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
- Leibniz-Institut fuer Wissensmedien, Tuebingen, Germany
- Department of Psychology, LEAD Graduate School & Research Network, Eberhard Karls University of Tuebingen, Tuebingen, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Verena Dresen
- Institute of Psychology, UMIT Tirol–Private University for Health Sciences, Medical Informatics and Technology, Hall in Tirol, Austria
| | - Silvia Pixner
- Institute of Psychology, UMIT Tirol–Private University for Health Sciences, Medical Informatics and Technology, Hall in Tirol, Austria
| | - Jan Lonnemann
- Empirical Childhood Research, University of Potsdam, Potsdam, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
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7
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Lindner N, Moeller K, Hildebrandt F, Hasselhorn M, Lonnemann J. Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding. Front Psychol 2022; 13:943191. [PMID: 35936244 PMCID: PMC9355684 DOI: 10.3389/fpsyg.2022.943191] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Accepted: 07/01/2022] [Indexed: 12/02/2022] Open
Abstract
Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old's spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children's absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children's spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children's SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers' relative understanding of numerical magnitude.
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Affiliation(s)
- Nadja Lindner
- Empirical Childhood Research, University of Potsdam, Potsdam, Germany
| | - Korbinian Moeller
- Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
- Leibniz-Institut fuer Wissensmedien, Tübingen, Germany
- Department of Psychology, LEAD Graduate School and Research Network, Eberhard Karls University Tübingen, Tübingen, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Frauke Hildebrandt
- Department of Social and Educational Sciences, University of Applied Sciences, Potsdam, Germany
| | - Marcus Hasselhorn
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
- Department of Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
| | - Jan Lonnemann
- Empirical Childhood Research, University of Potsdam, Potsdam, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
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8
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Viesel-Nordmeyer N, Röhm A, Starke A, Ritterfeld U. How language skills and working memory capacities explain mathematical learning from preschool to primary school age: Insights from a longitudinal study. PLoS One 2022; 17:e0270427. [PMID: 35749518 PMCID: PMC9231707 DOI: 10.1371/journal.pone.0270427] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2022] [Accepted: 06/09/2022] [Indexed: 11/19/2022] Open
Abstract
Between the age span of 3 to 6 years the foundation for children's mathematical learning (i.e., numerical abilities and cognition) are laid. However, the developing relations between mathematical skills, language, and working memory starting at preschool age and evolving into primary school age are not well understood. Adopting an empirically validated analysis model, the present study examines in detail longitudinal interdependencies between mathematical skills, a wide range of language skills, and working memory components underlying the mathematical learning process of 41 German preschool children (41.5% female) spanning ages 4 to 6. Phonological processing skills and expressive grammar skills emerged as the most significant language skills for the process of children's mathematical learning across the investigated age span. Within the latter, children's phonological processing skills and expressive grammar skills were supported by children's word expression abilities. The phonological loop emerged as the most important working memory component for children's early mathematical learning between ages 4 to 6. Furthermore, a wide array of language skills were associated with complex information and storage processes within this mathematical learning process. In conclusion, the present findings provide a more detailed and deeper insight into the learning process of children's number concept, emphasizing the influence of phonological and particularly grammatical skills.
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Affiliation(s)
- Nurit Viesel-Nordmeyer
- Lyon Neuroscientific Research Center (CRNL), University of Lyon, Lyon, France
- Department of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany
| | - Alexander Röhm
- Department of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany
| | - Anja Starke
- Department of Pedagogy and Educational Sciences, University of Bremen, Bremen, Germany
| | - Ute Ritterfeld
- Department of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany
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9
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Li E, Smithson L, Khan M, Kirton A, Pei J, Andersen J, Yager JY, Brooks BL, Rasmussen C. Effects of Perinatal Stroke on Executive Functioning and Mathematics Performance in Children. J Child Neurol 2022; 37:133-140. [PMID: 34985353 PMCID: PMC8801623 DOI: 10.1177/08830738211063683] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The goal of this study was to examine executive functioning, math performance, and visuospatial processing skills of children with perinatal stroke, which have not been well explored in this population. Participants included 18 children with perinatal stroke (aged 6-16 years old) and their primary caregiver. Each child completed standardized tests of executive function and visuospatial processing skills, Intelligence Quotient (IQ), and math achievement. Performance on executive function, IQ, math, and visuospatial processing tests was significantly lower in children with perinatal stroke when compared to normative means. Poorer inhibitory control was associated with worse math performance. Increased age at testing was associated with better performance on visuospatial ability (using standardized scores), and females performed better than males on a test of inhibitory control. Children with perinatal stroke displayed a range of neuropsychological impairments, and difficulties with executive function (inhibition) may contribute to math difficulties in this population.
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Affiliation(s)
- Eliza Li
- University of Alberta, Edmonton, Alberta, Canada
| | - Lisa Smithson
- Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | | | - Adam Kirton
- Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | | | - John Andersen
- University of Alberta, Edmonton, Alberta, Canada,Glenrose Rehabilitation Hospital, Edmonton, Alberta, Canada
| | | | - Brian L. Brooks
- Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada,Glenrose Rehabilitation Hospital, Edmonton, Alberta, Canada,Faculty of Arts, University of Calgary, Calgary, Alberta, Canada,Alberta Children's Hospital Research Institute, Calgary, Alberta, Canada
| | - Carmen Rasmussen
- University of Alberta, Edmonton, Alberta, Canada,Carmen Rasmussen, Department of Pediatrics, Faculty of Medicine & Dentistry, University of Alberta, 4-478, Edmonton Clinic Health Academy (ECHA), 11405-87 Avenue, Edmonton, Alberta T6G 1C9, Canada.
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10
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Cirino PT, Tolar TD, Fuchs LS. Domain general and specific contributions to algebra: A sequenced longitudinal path model. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2021.102026] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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11
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Greisen M, Georges C, Hornung C, Sonnleitner P, Schiltz C. Learning mathematics with shackles: How lower reading comprehension in the language of mathematics instruction accounts for lower mathematics achievement in speakers of different home languages. Acta Psychol (Amst) 2021; 221:103456. [PMID: 34875445 DOI: 10.1016/j.actpsy.2021.103456] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2021] [Revised: 11/27/2021] [Accepted: 11/29/2021] [Indexed: 11/24/2022] Open
Abstract
Achievement in mathematics has been shown to partially depend on verbal skills. In multilingual educational settings, varying language proficiencies might therefore contribute to differences in mathematics achievement. We explored the relationship between mathematics achievement and language competency in terms of home language and instruction language proficiency in the highly multilingual society of Luxembourg. We focussed on third graders' linguistic and mathematical achievement and used data from the national school monitoring program from two consecutive years to assess the influence of children's language profiles on reading comprehension in German (the instruction language) and mathematics performance. Results were similar for both cohorts. Regression analysis indicated that German reading comprehension was a significant predictor of mathematics achievement when accounting for both home language group and socioeconomic status. Moreover, mediation analysis showed that lower mathematics achievement of students with a home language that is very different from the instruction language relative to the Luxembourgish reference group were significantly mediated by achievement in German reading comprehension. These findings show that differences in mathematics achievement between speakers of a home language that is similar to the instruction language and speakers of distant home languages can be explained by their underachievement in reading comprehension in the instruction language. Possible explanations for varying performance patterns between language groups and solutions are being discussed.
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12
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Navarro-Soria I, Álvarez-Teruel JD, Granados-Alós L, Lavigne-Cerván R. Early Detection of Academic Performance During Primary Education Using the Spanish Primary School Aptitude Test (AEI) Battery. Front Psychol 2021; 11:630803. [PMID: 33551939 PMCID: PMC7858253 DOI: 10.3389/fpsyg.2020.630803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Accepted: 12/21/2020] [Indexed: 11/17/2022] Open
Abstract
The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education (631 students) in the public schools of the province of Alicante (in the South-East of Spain) and a follow-up of their academic progress was carried out when they completed Primary Education (6 school years). The results obtained show that medium-high and high scores in Verbal Aptitude and Numerical Aptitude tests in Early Childhood Education (5 years of age), can predict academic success at the end of Primary Education (12 years of age) in instrumental subjects such as: (1) Language (Verbal Aptitude Odds Ratio = 1.39 and Numerical Aptitude Odds Ratio = 1.39) and (2) Mathematics (Verbal Aptitude Odds Ratio = 1.47 and Numerical Aptitude Odds Ratio = 1.52). We have determined the importance of developing pedagogical programs that stimulate the development of these skills during Early Childhood Education, while implementing support strategies during Primary Education, for those students who present underdeveloped aptitudes in these areas. In this way, school difficulties would be prevented in the instrumental subjects that provide access to other academic areas.
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Affiliation(s)
- Ignasi Navarro-Soria
- Department of Developmental and Educational Psychology, University of Alicante, Alicante, Spain
| | | | | | - Rocío Lavigne-Cerván
- Department of Developmental and Educational Psychology, University of Malaga, Málaga, Spain
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13
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Fernandez-Baizan C, Prieto MA, Martinez JA, Arias JL, Mendez M. Evaluation of Visuospatial Short-term and Working Memory from the First to Second Year of Life: A Novel Task. Dev Neuropsychol 2021; 46:16-32. [PMID: 33393380 DOI: 10.1080/87565641.2020.1869744] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The prototypical tasks for assessing visuospatial memory in infancy are based on the search for a hidden object in two locations. Fewer studies include more locations, delayed responses nor changes in the object's position. Our aim was to assess the visuospatial short-term and working memory in 12, 15, 18 and 22-month-old children (N = 65). Assessment included our experimental task, a working memory task and a cognitive developmental scale. Short-term and working memory abilities increased markedly at 22 months compared to younger ages and the performance of the children in our experimental task is related to other tasks previously used.
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Affiliation(s)
- C Fernandez-Baizan
- Neuroscience Institute of Principado De Asturias (INEUROPA) , Oviedo, Spain.,Department of Psychology, University of Oviedo , Oviedo, Spain
| | - Miguel Angel Prieto
- Neuroscience Institute of Principado De Asturias (INEUROPA) , Oviedo, Spain.,Department of Electronic Technology, University of Oviedo , Oviedo, Spain
| | - J A Martinez
- Neuroscience Institute of Principado De Asturias (INEUROPA) , Oviedo, Spain.,Department of Electronic Technology, University of Oviedo , Oviedo, Spain
| | - J L Arias
- Neuroscience Institute of Principado De Asturias (INEUROPA) , Oviedo, Spain.,Department of Psychology, University of Oviedo , Oviedo, Spain
| | - M Mendez
- Neuroscience Institute of Principado De Asturias (INEUROPA) , Oviedo, Spain.,Department of Psychology, University of Oviedo , Oviedo, Spain
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14
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Georges C, Cornu V, Schiltz C. The importance of visuospatial abilities for verbal number skills in preschool: Adding spatial language to the equation. J Exp Child Psychol 2020; 201:104971. [PMID: 32916593 DOI: 10.1016/j.jecp.2020.104971] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2019] [Revised: 07/24/2020] [Accepted: 07/29/2020] [Indexed: 10/23/2022]
Abstract
Children's verbal number skills set the foundation for mathematical development. Therefore, it is central to understand their cognitive origins. Evidence suggests that preschool children rely on visuospatial abilities when solving counting and number naming tasks despite their predominantly verbal nature. We aimed to replicate these findings when controlling for verbal abilities and sociodemographic factors. Moreover, we further characterized the relation between visuospatial abilities and verbal number skills by examining the role of spatial language. Because spatial language encompasses the verbalization of spatial thinking, it is a key candidate supporting the interplay between visuospatial and verbal processes. Regression analysis indicated that both visuospatial and verbal abilities, as assessed by spatial perception and phonological awareness, respectively, uniquely predicted verbal number skills when controlling for their respective influences, age, gender, and socioeconomic status. This confirms the spatial grounding of verbal number skills. Interestingly, adding spatial language to the model abolished the predictive effects of visuospatial and verbal abilities, whose influences were completely mediated by spatial language. Verbal number skills thus concurrently depend on specifically those visuospatial and verbal processes jointly indexed through spatial language. The knowledge of spatial terms might promote verbal number skills by advancing the understanding of the spatial relations between numerical magnitudes on the mental number line. Promoting spatial language in preschool thus might be a successful avenue for stimulating mathematical development prior to formal schooling. Moreover, measures of spatial language could become an additional promising tool to screen preschool children for potential upcoming difficulties with mathematical learning.
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Affiliation(s)
- Carrie Georges
- Institute of Cognitive Science and Assessment, Department of Behavioral and Cognitive Sciences, Faculty of Humanities, Education and Social Sciences, University of Luxembourg, L-4366 Esch-sur-Alzette, Luxembourg.
| | - Véronique Cornu
- Centre pour le développement des apprentissages Grande-Duchesse Maria Teresa (CDA), Ministère de l'Éducation nationale, L-1445 Strassen, Luxembourg
| | - Christine Schiltz
- Institute of Cognitive Science and Assessment, Department of Behavioral and Cognitive Sciences, Faculty of Humanities, Education and Social Sciences, University of Luxembourg, L-4366 Esch-sur-Alzette, Luxembourg
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15
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Yang W, Liu H, Chen N, Xu P, Lin X. Is Early Spatial Skills Training Effective? A Meta-Analysis. Front Psychol 2020; 11:1938. [PMID: 32982829 PMCID: PMC7485443 DOI: 10.3389/fpsyg.2020.01938] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Accepted: 07/13/2020] [Indexed: 12/22/2022] Open
Abstract
Spatial skills significantly predict educational and occupational achievements in science, technology, engineering, and mathematics (STEM). As early interventions for young children are usually more effective than interventions that come later in life, the present meta-analysis systematically included 20 spatial intervention studies (2009–2020) with children aged 0–8 years to provide an up-to-date account of the malleability of spatial skills in infancy and early childhood. Our results revealed that the average effect size (Hedges's g) for training relative to control was 0.96 (SE = 0.10) using random effects analysis. We analyzed the effects of several moderators, including the type of study design, sex, age, outcome category (i.e., type of spatial skills), research setting (e.g., lab vs. classroom), and type of training. Study design, sex, and outcome category were found to moderate the training effects. The results suggest that diverse training strategies or programs including hands-on exploration, visual prompts, and gestural spatial training significantly foster young children's spatial skills. Implications for research, policy, and practice are also discussed.
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Affiliation(s)
- Weipeng Yang
- S R Nathan School of Human Development, Singapore University of Social Sciences, Singapore, Singapore
| | - Haidan Liu
- Faculty of Education, East China Normal University, Shanghai, China.,School of Education, University of Michigan, Ann Arbor, MI, United States
| | - Nanxi Chen
- Faculty of Education, Beijing Normal University, Beijing, China
| | - Peng Xu
- Faculty of Education, Victoria University of Wellington, Wellington, New Zealand
| | - Xunyi Lin
- College of Education, Fujian Normal University, Fuzhou, China
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16
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Fernandez-Baizan C, Nuñez P, Arias JL, Mendez M. Egocentric and allocentric spatial memory in typically developed children: Is spatial memory associated with visuospatial skills, behavior, and cortisol? Brain Behav 2020; 10:e01532. [PMID: 32170996 PMCID: PMC7218242 DOI: 10.1002/brb3.1532] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Accepted: 12/22/2019] [Indexed: 01/08/2023] Open
Abstract
INTRODUCTION Spatial orientation relies mainly on two frameworks. The egocentric depends on our own position and point of view. The allocentric relies on remembering, recalling, and recognizing environmental stimuli called landmarks. The aim of this study was to analyze the egocentric and allocentric spatial memory performance in children of different ages using two experimental memory card-placing tasks. We also aimed to examine relationships between spatial memory and other cognitive, physiological, and behavioral factors that, potentially, could be associated with spatial memory performance. Those were other visuospatial functions, the regular behavior of the child, cortisol levels, and daily life spatial memory. METHODS We assessed 62 children (5, 6, and 7 years) using card-placing tasks. We used RIST for IQ evaluation and subtest from NEPSY-II for visuospatial ability assessment. Collection of saliva sample was carried out for cortisol analysis. Parents completed BASC questionnaire for behavioral evaluation and ECM-Q questionnaire for daily life spatial memory evaluation. RESULTS Our results showed that older children performed better on mental rotation. Directionality, map interpretation, and daily memory were directly associated with both egocentric and allocentric orientation. Egocentric performance was positively related to leadership abilities but negatively to depression and atypicality, while allocentric performance was directly associated with adaptive behavior but inversely with hyperactivity. Finally, cortisol values were positively associated with allocentric performance. CONCLUSIONS Our study shows the development of different spatial abilities between 5 and 7 years, as well as the relationship between orientation performance, visuospatial skills, behavior, and cortisol.
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Affiliation(s)
- Cristina Fernandez-Baizan
- Faculty of Psychology, Instituto de Neurociencias del Principado de Asturias (INEUROPA), Oviedo, Spain.,Faculty of Psychology, Department of Psychology, University of Oviedo, Oviedo, Spain
| | - Paula Nuñez
- Faculty of Psychology, Instituto de Neurociencias del Principado de Asturias (INEUROPA), Oviedo, Spain.,Faculty of Medicine, Department of Functional Biology, University of Oviedo, Oviedo, Spain
| | - Jorge L Arias
- Faculty of Psychology, Instituto de Neurociencias del Principado de Asturias (INEUROPA), Oviedo, Spain.,Faculty of Psychology, Department of Psychology, University of Oviedo, Oviedo, Spain
| | - Marta Mendez
- Faculty of Psychology, Instituto de Neurociencias del Principado de Asturias (INEUROPA), Oviedo, Spain.,Faculty of Psychology, Department of Psychology, University of Oviedo, Oviedo, Spain
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17
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Fernandez-Baizan C, Alcántara-Canabal L, Solis G, Mendez M. The association between perinatal and neonatal variables and neuropsychological development in very and extremely low-birth-weight preterm children at the beginning of primary school. APPLIED NEUROPSYCHOLOGY-CHILD 2020; 10:348-358. [DOI: 10.1080/21622965.2019.1709464] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Cristina Fernandez-Baizan
- Neuroscience Institute of Principado de Asturias (INEUROPA), Oviedo, Spain
- Department of Psychology, University of Oviedo, Oviedo, Spain
| | - Leticia Alcántara-Canabal
- Neuroscience Institute of Principado de Asturias (INEUROPA), Oviedo, Spain
- Primary Care Center, Paulino Prieto, Sanitary Area IV, Oviedo, Spain
| | - Gonzalo Solis
- Neuroscience Institute of Principado de Asturias (INEUROPA), Oviedo, Spain
- Pediatric Clinic Area, Neonatology, Hospital Universitario Central de Asturias (HUCA), Oviedo, Spain
| | - Marta Mendez
- Neuroscience Institute of Principado de Asturias (INEUROPA), Oviedo, Spain
- Department of Psychology, University of Oviedo, Oviedo, Spain
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18
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Finger Rapid Automatized Naming (RAN) predicts the development of numerical representations better than finger gnosis. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2019.100842] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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19
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Toomela A, Filho DB, Bastos ACS, Chaves AM, Ristum M, Chaves SS, Salomão SJ. Studies in the Mentality of Literates: 1. Conceptual Structure and Aspects of Visual Perception. Integr Psychol Behav Sci 2019; 54:465-493. [PMID: 31863338 DOI: 10.1007/s12124-019-09511-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
We studied visual-perceptual abilities of individuals with different levels of education (including adult illiterates) in Brazil (N = 136) and in Estonia (N = 560) with person-oriented methods of data analysis. Our aim was to discover whether dominant type of word meaning structure (WMS) can define the "Great Divide", the single breaking point that universally defines certain direction of subsequent to it cultural evolution. We particularly focused on the everyday concept-logical concept shift that takes place in the formal education system. We found that logical concepts were rarely available for illiterates; availability of logical conceptual thought increases together with the level of education. Most illiterates were able to find figures of concrete objects from complex overlapping and embedded contour figures but none of them could find all abstract figures from the same complex figures. Also none of the illiterates could perform beyond chance level in both mental rotation tasks together. Ability to perform correctly on all visual-spatial tasks increased with the increase in logical concepts and with the increasing level of education. The distribution of respondents according to the WMS level, level of education, and performance on the visual-spatial tasks indicated that individuals are developmentally heterogeneous: achievement of the tertiary level of education and logical conceptual thinking mechanisms does not guarantee high level performance on the visual-spatial tasks. The results are in agreement with the theory of unilineal hierarchic cultural evolution. Individual psychic development and cultural evolution can be both understood in terms of the WMS development.
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Affiliation(s)
- Aaro Toomela
- School of Natural Sciences and Health, Tallinn University, Narva Rd 29, 10120, Tallinn, Estonia.
| | | | | | | | | | | | - Soraya Jesus Salomão
- School of Natural Sciences and Health, Tallinn University, Narva Rd 29, 10120, Tallinn, Estonia
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Van Hecke R, Danneels M, Dhooge I, Van Waelvelde H, Wiersema JR, Deconinck FJA, Maes L. Vestibular Function in Children with Neurodevelopmental Disorders: A Systematic Review. J Autism Dev Disord 2019; 49:3328-3350. [DOI: 10.1007/s10803-019-04059-0] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
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