1
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Lin X, Wu Y, Wu J, Qin L. Enhancing Cooperation in 5-6-Year-Old Rural Chinese Children through Cooperative Constructive Play Based on Anji Play: A Quasi-Experimental Study. Behav Sci (Basel) 2024; 14:533. [PMID: 39062356 PMCID: PMC11273849 DOI: 10.3390/bs14070533] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2024] [Revised: 06/18/2024] [Accepted: 06/24/2024] [Indexed: 07/28/2024] Open
Abstract
Cooperation plays a crucial role in children's social development and adaptation. This study designed a cooperative constructive play (CCP) intervention based on the Anji Play teaching model and evaluated its effectiveness in a quasi-experimental design involving 60 rural Chinese children aged 5-6 years. Participants were divided into an experimental group, which engaged in 12 weeks of CCP, and a control group, which continued with regular teaching activities. The cooperation data were collected through a truck racing task using pre-, mid-, post-, and follow-up tests, while the cooperation levels and strategies were evaluated by video observations of role-playing games before and after the tests. The results indicated significant improvements in cooperation scores in both the truck racing task and role-playing games in the experimental group compared to the baseline, with no similar enhancements observed in the control group. Furthermore, cooperation scores in the follow-up were higher than pre- and post-test scores, demonstrating the CCP's effectiveness in fostering child cooperation, transferability to other contexts, and sustainability. These findings suggest that CCP intervention based on Anji Play can significantly enhance cooperation in children, offering a valuable tool for educational practices.
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Affiliation(s)
- Xinya Lin
- Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Hangzhou 310030, China;
| | - Yunpeng Wu
- School of Teacher Education, Dezhou University, Dezhou 253023, China;
| | - Jianfen Wu
- Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Hangzhou 310030, China;
| | - Liping Qin
- School of Teacher Education, Dezhou University, Dezhou 253023, China;
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2
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McKee K, Rothschild D, Young SR, Uttal DH. Looking Ahead: Advancing Measurement and Analysis of the Block Design Test Using Technology and Artificial Intelligence. J Intell 2024; 12:53. [PMID: 38921688 PMCID: PMC11204419 DOI: 10.3390/jintelligence12060053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 05/18/2024] [Accepted: 05/21/2024] [Indexed: 06/27/2024] Open
Abstract
The block design test (BDT) has been used for over a century in research and clinical contexts as a measure of spatial cognition, both as a singular ability and as part of more comprehensive intelligence assessment. Traditionally, the BDT has been scored using methods that do not reflect the full potential of individual differences that could be measured by the test. Recent advancements in technology, including eye-tracking, embedded sensor systems, and artificial intelligence, have provided new opportunities to measure and analyze data from the BDT. In this methodological review, we outline the information that BDT can assess, review several recent advancements in measurement and analytic methods, discuss potential future uses of these methods, and advocate for further research using these methods.
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Affiliation(s)
- Kiley McKee
- Department of Psychology, Northwestern University, Evanston, IL 60208, USA
| | | | - Stephanie Ruth Young
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, IL 60611, USA
| | - David H. Uttal
- Department of Psychology, Northwestern University, Evanston, IL 60208, USA
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3
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Flores P, Coelho E, Mourão-Carvalhal MI, Forte P. Motor activities to improve maths performance in pre-school children with typical development. Front Psychol 2024; 15:1332741. [PMID: 38840733 PMCID: PMC11150562 DOI: 10.3389/fpsyg.2024.1332741] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Accepted: 04/22/2024] [Indexed: 06/07/2024] Open
Abstract
Poor maths skills are associated with negative outcomes throughout life, such as lower academic qualifications, decreased professional success and socio-economic results. Mathematical skills emerge continuously throughout childhood and those that children acquire in pre-school are crucial for activities that support analytical thinking, problem-solving and reasoning and argumentation skills. Many of these activities are related to motor skills, since certain cognitive and motor areas of the brain are activated simultaneously when solving maths problems. Of all motor skills, visuomotor integration skills have been documented as those that are most consistently positively and significantly associated with maths performance in pre-school children. These skills are influenced by visual perception (spatial and attention skills), fine motor coordination and gross motor skills. Early intervention can improve visuomotor integration skills in pre-school children. Of all skills that make up visuomotor integration, spatial skills, in addition to being the first skills to influence numerical knowledge and the recognition of geometric shapes, are also those skills that form part of the majority of programs and activities to be worked on with pre-school children for the development of mathematical concepts. However, most intervention programs or activities to develop spatial skills are carried out in the classroom, usually through activities involving handling small objects. In this sense and given the significant association between visuomotor integration skills and gross motor skills, the main objective of this study was to list a set of activities to develop spatial skills, with a strong involvement of gross motor skills, in a classroom, playground or home context.
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Affiliation(s)
- Pedro Flores
- Department of Sports, Higher Institute of Education and Sciences of the Douro, Penafiel, Portugal
- Department of Sports, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
- Research Center in Sports, Health and Human Development, Covilhã, Portugal
| | - Eduarda Coelho
- Department of Sports, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
- Research Center in Sports, Health and Human Development, Covilhã, Portugal
| | - Maria Isabel Mourão-Carvalhal
- Department of Sports, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
- Research Center in Sports, Health and Human Development, Covilhã, Portugal
| | - Pedro Forte
- Department of Sports, Higher Institute of Education and Sciences of the Douro, Penafiel, Portugal
- Research Center in Sports, Health and Human Development, Covilhã, Portugal
- Research Center for Active Living and Well Being (Livewell), Instituto Politécnico de Bragança, Bragança, Portugal
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4
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Fox DS, Elliott L, Bachman HJ, Votruba-Drzal E, Libertus ME. Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills. Child Dev 2024; 95:734-749. [PMID: 37861229 PMCID: PMC11023785 DOI: 10.1111/cdev.14024] [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] [Indexed: 10/21/2023]
Abstract
Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N = 113, Mage = 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (β = .17 and β = .40, respectively). Importantly, this study is the first to move beyond frequency counts of spatial input and investigate the links among the diversity of children's daily spatial activities, as well as the complexity of parents' spatial language across different contexts, and preschoolers' gains in spatial skills, an important predictor of later STEM success.
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Affiliation(s)
- Danielle S Fox
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
| | - Leanne Elliott
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
| | - Heather J Bachman
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Health and Human Development, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Elizabeth Votruba-Drzal
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
| | - Melissa E Libertus
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
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5
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Cooper B, Soto G. The prevalence of relational basic concepts on core vocabulary lists for AAC: is frequency enough? Augment Altern Commun 2024:1-11. [PMID: 38619469 DOI: 10.1080/07434618.2024.2332648] [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: 08/01/2023] [Accepted: 02/29/2024] [Indexed: 04/16/2024] Open
Abstract
The selection of appropriate vocabulary is a crucial and challenging aspect of augmentative and alternative communication (AAC) intervention. Core vocabulary lists are frequently used to support vocabulary selection for children who require AAC. A vocabulary domain that has garnered limited attention within the AAC literature is relational basic concepts (RBCs). RBCs describe relationships between objects, persons, or situations, and play a pivotal role in language development, communication, and academic success. For the present study, we created a list of 156 RBCs, drawing primarily from assessments that measure basic concept knowledge in preschool and early elementary school students. We examined the overlap of these words on nine core vocabulary lists. We found that most concepts were not represented on any core lists. Additionally, there was relatively little overlap of RBCs between the core lists. These findings suggest that vocabulary selection resources created using exclusively a core vocabulary approach may have limited utility for identifying many concepts that preschool and early elementary students are expected to know and use. Implications for AAC research and practice are discussed with emphasis on the need for further consideration of RBCs within vocabulary selection practice and the field of AAC at large.
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Affiliation(s)
- Brittney Cooper
- Graduate School of Education, University of California, Berkeley, CA, USA
- Department of Special Education, San Francisco State University, San Francisco, CA, USA
| | - Gloria Soto
- Department of Special Education, San Francisco State University, San Francisco, CA, USA
- Department of Speech, Language and Hearing Sciences, San Francisco State University, San Francisco, CA, USA
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6
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McDougal E, Silverstein P, Treleaven O, Jerrom L, Gilligan-Lee K, Gilmore C, Farran EK. Assessing the impact of LEGO® construction training on spatial and mathematical skills. Dev Sci 2024; 27:e13432. [PMID: 37408286 DOI: 10.1111/desc.13432] [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: 04/08/2020] [Revised: 06/13/2023] [Accepted: 06/19/2023] [Indexed: 07/07/2023]
Abstract
Lego construction ability is associated with a variety of spatial skills and mathematical outcomes. However, it is unknown whether these relations are causal. We aimed to establish the causal impact of Lego construction training on: Lego construction ability; a broad range of spatial skills; and on mathematical outcomes in 7-9-year-olds. We also aimed to identify how this causal impact differs for digital versus physical Lego construction training. One-hundred and ninety-eight children took part in a six-week training programme, delivered twice weekly as a school lunch time club. They completed either physical Lego training (N = 59), digital Lego training (N = 64), or an active control condition (crafts; N = 75). All children completed baseline and follow-up measures of spatial skills (disembedding, visuo-spatial working memory, spatial scaling, mental rotation, and performance on a spatial-numerical task, the number line task), mathematical outcomes (geometry, arithmetic, and overall mathematical skills) and Lego construction ability. Exploratory analyses revealed evidence for near transfer (Lego construction ability) and some evidence for far transfer (arithmetic) of Lego training, but overall transfer was limited. Despite this, we identified key areas for further development (explicit focus on spatial strategies, training for teachers, and embedding the programme within a mathematical context). The findings of this study can be used to inform future development of Lego construction training programmes to support mathematics learning.
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Affiliation(s)
- Emily McDougal
- University of Surrey, Guildford, UK
- Evidence Based Practice Unit, University College London and Anna Freud, London, United Kingdom
| | - Priya Silverstein
- Institute for Globally Distributed Open Research and Education, Gothenburg, Sweden
- Ashland University, Ashland, Ohio, USA
| | | | | | - Katie Gilligan-Lee
- Centre for Educational Neuroscience, University of London, UK
- School of Psychology, University College Dublin, Dublin, Ireland
| | - Camilla Gilmore
- Centre for Mathematical Cognition, Loughborough University, Loughborough, UK
| | - Emily K Farran
- University of Surrey, Guildford, UK
- Centre for Educational Neuroscience, University of London, UK
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7
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Zucker TA, Mesa MP, Assel MA, McCallum C, DeMaster D. Virtual Teaching Together: engaging parents and young children in STEM activities. Front Psychol 2024; 14:1334195. [PMID: 38379841 PMCID: PMC10876996 DOI: 10.3389/fpsyg.2023.1334195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Accepted: 12/22/2023] [Indexed: 02/22/2024] Open
Abstract
Introduction Early informal learning experiences are essential for sparking long-term interest in science, technology, engineering, and math (STEM). In a prior study, we found more promising parent involvement outcomes when families of young children were provided with STEM family education events along with home STEM activity kits compared to providing workshops alone. This study was a conceptual replication using the same program-Teaching Together STEM-to deliver educational workshops plus home activity kits; however, we varied the delivery method by using virtual "funshops" to evaluate if parents perceived this modality as feasible and useful. Methods Museum informal science educators introduced four units via virtual video chat sessions linked to 12 hands-on STEM activities that were mailed to families randomly assigned to the treatment group. Half of the families were assigned to a waitlist control group that received a portion of the virtual program after the posttest. Participants included 60 families with children aged 3 to 5 years from diverse linguistic and socioeconomic backgrounds. Results Our results indicate no significant group differences in the primary outcome of parents' involvement in informal STEM but a small, positive effect size (ES = 0.18) that was similar in magnitude to the prior, in-person study. Although parents mostly perceived the remote delivery as convenient and the materials as engaging for their child, there were no significant program impacts on children's general science interests (ES = -0.19). Discussion Despite the convenience, parents reported time was a barrier to doing STEM activities at home. Parents with lower education levels were less likely to attend, suggesting virtual approaches are not sufficient for ensuring broad access to family engagement programs for populations underrepresented in STEM.
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Affiliation(s)
- Tricia A. Zucker
- Children’s Learning Institute at University of Texas Health Science Center at Houston, Houston, TX, United States
- University of Texas Health Science Center at Houston, Houston, TX, United States
| | - Michael P. Mesa
- Children’s Learning Institute at University of Texas Health Science Center at Houston, Houston, TX, United States
- University of Texas Health Science Center at Houston, Houston, TX, United States
| | - Michael A. Assel
- Children’s Learning Institute at University of Texas Health Science Center at Houston, Houston, TX, United States
- University of Texas Health Science Center at Houston, Houston, TX, United States
| | | | - Dana DeMaster
- Children’s Learning Institute at University of Texas Health Science Center at Houston, Houston, TX, United States
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8
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Garcia-Sanchez NL, Dick AS, Hayes T, Pruden SM. Direct and indirect effects of mother's spatial ability on child's spatial ability: What role does the home environment play? Dev Sci 2024:e13480. [PMID: 38321593 DOI: 10.1111/desc.13480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Revised: 01/23/2024] [Accepted: 01/24/2024] [Indexed: 02/08/2024]
Abstract
Individual differences in spatial thinking are predictive of children's math and science achievement and later entry into Science, Technology, Engineering, and Mathematics (STEM) disciplines. Little is known about whether parent characteristics predict individual differences in children's spatial thinking. This study aims to understand whether, and to what extent, mother's intrinsic (i.e., mental rotation) and extrinsic (i.e., spatial scaling) spatial ability directly and indirectly, via the variation in home spatial environment, predicts children's intrinsic and extrinsic spatial ability. A total of 165 mothers and their 4-6-year-old children were recruited to participate in a remote video session with an experimenter. Mothers were administered a forced-choice Intrinsic Spatial Toy Preference Task gauging their preference for highly spatial versus less spatial toys and asked questions with the Home Intrinsic Spatial Environmental Questionnaire about the frequency with which they engage their child in spatial activities at home. Mothers completed a Mental Rotations Test and a Spatial Scaling Task adapted for adults. Children were administered the Picture Rotation Task, the Spatial Scaling Task, and the Peabody Picture Vocabulary Test. Structural equation modeling was used to examine direct and indirect, via home spatial environment and toy choices, influences of mother spatial ability on child spatial ability. Contrary to our predictions, we did not find direct, nor indirect, relations between mother and child spatial ability. These findings suggest that researchers should consider alternative conceptualizations of the early home spatial environment beyond the frequency of spatial play in the home. RESEARCH HIGHLIGHTS: The identification of factors that predict individual differences in children's spatial ability is important in order to maximize STEM learning outcomes. Data collection was conducted remotely rather than in traditional preschool or laboratory settings. Contrary to our pre-registered hypotheses, no significant relations between mother spatial ability, the early home spatial environment, and children's development of spatial skills were found. Future research should consider examining the amount of spatial language used in the home or the quality of parent-child interactions during spatial play as potential explanations for individual differences in children's spatial ability.
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Affiliation(s)
| | | | - Timothy Hayes
- Florida International University, Miami, Florida, USA
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İleri Çİ, Erşan M, Kalaça D, Coşkun A, Göksun T, Küntay AC. Malleability of spatial skills: bridging developmental psychology and toy design for joyful STEAM development. Front Psychol 2023; 14:1137003. [PMID: 37771811 PMCID: PMC10523793 DOI: 10.3389/fpsyg.2023.1137003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Accepted: 08/25/2023] [Indexed: 09/30/2023] Open
Abstract
Previous research has established that advances in spatial cognition predict STEAM success, and construction toys provide ample opportunities to foster spatial cognition. Despite various construction toy designs in the market, mostly brick-shaped building blocks are used in spatial cognition research. This group of toys is known to enhance mental rotation; however, mental rotation is not the only way to comprehend the environment three-dimensionally. More specifically, mental folding and perspective taking training have not received enough attention as they can also be enhanced with the construction toys, which are framed based on the 2×2 classification of spatial skills (intrinsic-static, intrinsic-dynamic, extrinsic-static, extrinsic-dynamic). To address these gaps, we compile evidence from both developmental psychology and toy design fields to show the central role played by mental folding and perspective taking skills as well as the importance of the variety in toy designs. The review was conducted systematically by searching peer reviewed design and psychology journals and conference proceedings. We suggest that, over and above their physical properties, construction toys offer affordances to elicit spatial language, gesture, and narrative among child-caregiver dyads. These interactions are essential for the development of spatial skills in both children and their caregivers. As developmental psychology and toy design fields are two domains that can contribute to the purpose of developing construction toys to boost spatial skills, we put forward six recommendations to bridge the current gaps between these fields. Consequently, new toy designs and empirical evidence regarding malleability of different spatial skills can contribute to the informal STEAM development.
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Affiliation(s)
| | - Melisa Erşan
- Department of Design and Technology, Parsons School of Design, The New School New York, NY, United States
| | - Duru Kalaça
- Department of Psychology, Koç University, Istanbul, Türkiye
- Department of Media and Visual Arts, Koç University, Istanbul, Türkiye
| | - Aykut Coşkun
- Koç University-Arçelik Research Center for Creative Industries, Koç University, Istanbul, Türkiye
| | - Tilbe Göksun
- Department of Psychology, Koç University, Istanbul, Türkiye
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10
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Gilligan-Lee KA, Fink E, Jerrom L, Davies MP, Dempsey C, Hughes C, Farran EK. Building Numeracy Skills: Associations between DUPLO ® Block Construction and Numeracy in Early Childhood. J Intell 2023; 11:161. [PMID: 37623544 PMCID: PMC10455495 DOI: 10.3390/jintelligence11080161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 07/24/2023] [Accepted: 08/04/2023] [Indexed: 08/26/2023] Open
Abstract
Research shows that children's block construction skills are positively associated with their concurrent and later mathematics performance. Furthermore, there is evidence that block construction training is particularly beneficial for improving early mathematics skills in children from low-Socio Economic Status (SES) groups who are known to have lower maths performance than their peers. The current study investigates (a) the association between block construction and mathematics in children just before the start of formal schooling (4 years-of-age in the UK) and (b) whether the association between block construction and mathematics differs between children from more compared to less affluent families. Participants in this study included 116 children (M = 3 years 11 months, SD = 3 months) who all completed numeracy, block construction, and receptive vocabulary tasks. Socio-economic status and demographic information (child age, gender, ethnicity) were also obtained from parents. Findings show a strong positive association between block construction and early numeracy skills. Block construction skills explained approximately 5% of the variation in numeracy, even after controlling for age in months, household income, and child receptive vocabulary. When separated by SES group, for children from less affluent families, block construction explained a significant amount of variability (14.5%) in numeracy performance after covariates. For children from more affluent families, block construction did not explain a significant amount of variation in numeracy. These findings suggest that, interventions involving block construction skills may help to reduce SES-based attainment gaps in UK children's mathematics achievement.
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Affiliation(s)
- Katie A. Gilligan-Lee
- School of Psychology, University College Dublin, D04 V1W8 Dublin, Ireland
- Centre for Educational Neuroscience, Birkbeck, University of London, London WC1H 0AL, UK
| | - Elian Fink
- School of Psychology, University of Sussex, Falmer, East Sussex BN1 9QH, UK
| | - Lewis Jerrom
- School of Psychology, University of Surrey, Guildford GU2 7XH, UK
| | - Megan P. Davies
- School of Psychology, University of Surrey, Guildford GU2 7XH, UK
| | - Caoimhe Dempsey
- Centre for Family Research, University of Cambridge, Cambridge CB2 3RQ, UK
| | - Claire Hughes
- Centre for Family Research, University of Cambridge, Cambridge CB2 3RQ, UK
| | - Emily K. Farran
- Centre for Educational Neuroscience, Birkbeck, University of London, London WC1H 0AL, UK
- School of Psychology, University of Surrey, Guildford GU2 7XH, UK
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11
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Marcus M, Solis G, Sellars S, Haden CA. Promoting children's science, technology, engineering, and mathematics learning at home through tinkering and storytelling. Front Psychol 2023; 14:1146063. [PMID: 37207036 PMCID: PMC10189131 DOI: 10.3389/fpsyg.2023.1146063] [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: 01/16/2023] [Accepted: 03/29/2023] [Indexed: 05/21/2023] Open
Abstract
This study examined whether connecting storytelling and tinkering can advance early STEM (science, technology, engineering, and mathematics) learning opportunities for children. A total of 62 families with 4- to 10-year-old (M = 8.03) children were observed via Zoom. They watched a video invitation to tinker at home prepared by museum educators prior to tinkering. Then, half of the families were prompted to think up a story before tinkering (story-based tinkering group), whereas the other half were simply asked to begin tinkering (no-story group). Once they had finished tinkering, researchers elicited children's reflections about their tinkering experience. A subset of the families (n = 45) also reminisced about their tinkering experience several weeks later. The story instructions provided before tinkering engendered children's storytelling during tinkering and when reflecting on the experience. Children in the story-based tinkering group also talked the most about STEM both during tinkering, and subsequently when reminiscing with their parents about their tinkering experience.
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Affiliation(s)
- Maria Marcus
- Department of Psychology, Roosevelt University, Chicago, IL, United States
- *Correspondence: Maria Marcus,
| | - Graciela Solis
- Department of Psychology, Loyola University Chicago, Chicago, IL, United States
| | - Shelby Sellars
- Department of Psychology, Roosevelt University, Chicago, IL, United States
| | - Catherine A. Haden
- Department of Psychology, Loyola University Chicago, Chicago, IL, United States
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12
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Caldwell MP, Cheung H, Cheung SK, Li JB, Carrey Siu TS. Visuospatial perspective-taking in social-emotional development: enhancing young children’s mind and emotion understanding via block building training. BMC Psychol 2022; 10:264. [DOI: 10.1186/s40359-022-00976-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Accepted: 11/06/2022] [Indexed: 11/13/2022] Open
Abstract
Abstract
Background
Theory of Mind (ToM) refers to the ability to represent one's own and others' mental states, and emotion understanding involves appropriately comprehending and responding to others' emotional cues in social interactions. Individual differences in mind and emotion understanding have been associated strongly with verbal ability and interaction and, as such, existing training for children's ToM and emotion understanding is mostly language-based. Building on the literature on embodied cognition, this study proposes that mind and emotion understanding could be facilitated by one's visuospatial experience in simulating other's frames of reference.
Methods
This protocol consists of two training studies. Study 1 will examine if visuospatial perspective-taking training promotes ToM and emotion understanding. Participants will consist of 96 4.5-year-olds and will be randomly assigned to one of two training groups: the altercentric block building group (trained to be visuospatial perspective-takers), or the egocentric block building group (no visuospatial perspective-taking is involved). Study 2 will compare the engagement of visuospatial perspective-taking and verbal interaction in the development of mind and emotion understanding. Participants will consist of 120 4.5-year-olds. They will be randomly assigned to one of three training groups: the socialized altercentric block building (both visuospatial perspective-taking and verbal interaction), the parallel altercentric block building (visuospatial perspective-taking only), or the paired dialogic reading (verbal interaction only).
Conclusions
In terms of theoretical implications, the potential causal relationship between visuospatial perspective-taking and ToM and emotion understanding may shed new insights on what underlies the development of mental state understanding. The findings of this study also have practical implications: researchers and educators may popularize visuospatial perspective-taking training in the form of block-building games if it is found to be effective in complementing conventional language-based theory-of-mind training.
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13
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Garcia NL, Dick AS, Pruden SM. Contributions of executive function to spatial thinking in young children. INFANT AND CHILD DEVELOPMENT 2022. [DOI: 10.1002/icd.2317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Nelcida L. Garcia
- Department of Psychology Florida International University Miami Florida USA
| | | | - Shannon M. Pruden
- Department of Psychology Florida International University Miami Florida USA
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14
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Gold ZS, Perlman J, Howe N, Mishra AA, DeHart GB, Hertik H, Buckley J. An Observational Study of Children’s Problem Solving during Play with Friends. JOURNAL OF COGNITION AND DEVELOPMENT 2022. [DOI: 10.1080/15248372.2022.2058509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Zachary S. Gold
- State University of New York at Oswego, New York, United States
| | | | - Nina Howe
- Concordia University, Montreal, Canada
| | - Aura Ankita Mishra
- Carolina Population Center, University of North Carolina at Chapel Hill, North Carolina, United States
| | - Ganie B. DeHart
- State University of New York at Geneseo, New York, United States
| | - Hannah Hertik
- State University of New York at Oswego, New York, United States
| | - Jessica Buckley
- State University of New York at Oswego, New York, United States
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15
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McCallum J, Suh DD, Tamis-LeMonda CS. Children's real-time behaviors during a model replication task. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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16
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Early Elementary Students’ Use of Shape and Location Schemas When Embedding and Disembedding. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12020083] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Elementary students’ early development of embedding and disembedding is complex and paves the way for later STEM learning. The purpose of this study was to clarify the factors that support students’ embedding (i.e., overlapping shapes to form a new shape) and disembedding (i.e., identifying discrete shapes within another shape) through the use of filled shapes as opposed to shape frames. We recruited 26 Grade 1 students (~6–7 years old) and 23 Grade 3 students (~8–9 years old), asked them to work on two layered puzzle designs from the Color Code puzzle game, and interviewed them about their thinking processes. The first graders had higher success rates at fixing and embedding the tiles correctly, and students at both grade levels improved on the three-tile design when encountering it a second time about two months later. The four-tile design was more difficult, but students improved if they could identify a correct sub-structure of the design. Successful students used a combination of pictorial shape strategies and schematic location strategies, systematically testing tiles and checking how they could be embedded. The results suggest that helping students focus on sub-structures can promote their effective embedding.
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17
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Shelton AL, Davis EE, Cortesa CS, Jones JD, Hager GD, Khudanpur S, Landau B. Characterizing the Details of Spatial Construction: Cognitive Constraints and Variability. Cogn Sci 2022; 46:e13081. [DOI: 10.1111/cogs.13081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Revised: 11/23/2021] [Accepted: 11/24/2021] [Indexed: 11/30/2022]
Affiliation(s)
- Amy Lynne Shelton
- School of Education and Center for Talented Youth Johns Hopkins University
| | - E. Emory Davis
- School of Education and Center for Talented Youth Johns Hopkins University
- Department of Cognitive Science Krieger School of Arts & Sciences
| | - Cathryn S. Cortesa
- School of Education and Center for Talented Youth Johns Hopkins University
- Department of Cognitive Science Krieger School of Arts & Sciences
| | | | | | | | - Barbara Landau
- Department of Cognitive Science Krieger School of Arts & Sciences
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18
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When Preschoolers Interact with an Educational Robot, Does Robot Feedback Influence Engagement? MULTIMODAL TECHNOLOGIES AND INTERACTION 2021. [DOI: 10.3390/mti5120077] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
In this paper, we examine to what degree children of 3–4 years old engage with a task and with a social robot during a second-language tutoring lesson. We specifically investigated whether children’s task engagement and robot engagement were influenced by three different feedback types by the robot: adult-like feedback, peer-like feedback and no feedback. Additionally, we investigated the relation between children’s eye gaze fixations and their task engagement and robot engagement. Fifty-eight Dutch children participated in an English counting task with a social robot and physical blocks. We found that, overall, children in the three conditions showed similar task engagement and robot engagement; however, within each condition, they showed large individual differences. Additionally, regression analyses revealed that there is a relation between children’s eye-gaze direction and engagement. Our findings showed that although eye gaze plays a significant role in measuring engagement and can be used to model children’s task engagement and robot engagement, it does not account for the full concept and engagement still comprises more than just eye gaze.
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19
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Pochinki N, Reis D, Casasola M, Oakes LM, LoBue V. Natural Variability in Parent-Child Puzzle Play at Home. Front Psychol 2021; 12:733895. [PMID: 34603155 PMCID: PMC8483633 DOI: 10.3389/fpsyg.2021.733895] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 08/18/2021] [Indexed: 11/23/2022] Open
Abstract
Here, we observed 3- to 4-year-old children (N=31) and their parents playing with puzzles at home during a zoom session to provide insight into the variability of the kinds of puzzles children have in their home, and the variability in how children and their parents play with spatial toys. We observed a large amount of variability in both children and parents’ behaviors, and in the puzzles they selected. Further, we found relations between parents’ and children’s behaviors. For example, parents provided more scaffolding behaviors for younger children and parents’ persistence-focused language was related to more child attempts after failure. Altogether, the present work shows how using methods of observing children at a distance, we can gain insight into the environment in which they are developing. The results are discussed in terms of how variability in spatial toys and spatial play during naturalistic interactions can help us contextualize the conclusions we draw from lab-based studies.
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Affiliation(s)
- Nicole Pochinki
- Department of Psychology, Rutgers University, Newark, NJ, United States
| | - Dakota Reis
- Department of Psychology, Rutgers University, Newark, NJ, United States
| | | | - Lisa M Oakes
- Department of Psychology, University of California, Davis, Davis, CA, United States
| | - Vanessa LoBue
- Department of Psychology, Rutgers University, Newark, NJ, United States
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20
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Intensifying Instruction to Address Treatment Resistance to Early Mathematics Interventions. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02320-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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21
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Gizzonio V, Bazzini MC, Marsella C, Papangelo P, Rizzolatti G, Fabbri-Destro M. Supporting preschoolers' cognitive development: Short- and mid-term effects of fluid reasoning, visuospatial, and motor training. Child Dev 2021; 93:134-149. [PMID: 34415056 PMCID: PMC9291496 DOI: 10.1111/cdev.13642] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Cognitive abilities are essential to children's overall growth; thus, the implementation of early and effective training interventions is a major challenge for developmental psychologists and teachers. This study explores whether an intervention simultaneously operating on fluid reasoning (FR), visuospatial, narrative, and motor abilities could boost these competencies in a group of Italian preschoolers (N = 108, 54 males 54 females, Agemean = 4.04). FR and visuospatial abilities showed training‐related increases at the end of the training and 1‐year follow‐up (moderate effect size). Interestingly, positive correlations with working memory and mathematical abilities were found. Beyond their scientific relevance, the short‐ and long‐term effects provide fundamental indications for designing and implementing educational programs dedicated to preschoolers.
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Affiliation(s)
- Valentina Gizzonio
- Istituto di Neuroscienze, Consiglio Nazionale delle Ricerche (CNR), Parma, Italy
| | - Maria Chiara Bazzini
- Istituto di Neuroscienze, Consiglio Nazionale delle Ricerche (CNR), Parma, Italy
| | - Cosima Marsella
- Istituto di Neuroscienze, Consiglio Nazionale delle Ricerche (CNR), Parma, Italy
| | - Pamela Papangelo
- Istituto di Neuroscienze, Consiglio Nazionale delle Ricerche (CNR), Parma, Italy
| | - Giacomo Rizzolatti
- Istituto di Neuroscienze, Consiglio Nazionale delle Ricerche (CNR), Parma, Italy
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22
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Bower CA, Zimmermann L, Verdine BN, Pritulsky C, Golinkoff RM, Hirsh-Pasek K. Enhancing spatial skills of preschoolers from under-resourced backgrounds: A comparison of digital app vs. concrete materials. Dev Sci 2021; 25:e13148. [PMID: 34235822 DOI: 10.1111/desc.13148] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Revised: 05/29/2021] [Accepted: 06/21/2021] [Indexed: 11/29/2022]
Abstract
Spatial skills support STEM learning and achievement. However, children from low-socioeconomic (SES) backgrounds typically lag behind their middle- and high-SES peers. We asked whether a digital educational app-designed to mirror an already successful, spatial assembly training program using concrete materials-would be as effective for facilitating spatial skills in under-resourced preschoolers as the concrete materials. Three-year-olds (N = 61) from under-resourced backgrounds were randomly assigned to a business-as-usual control group or to receive 5 weeks of spatial training using either concrete, tangible materials or a digital app on a tablet. The spatial puzzles used were an extension of items from the Test of Spatial Assembly (TOSA). Preschoolers were pretested and posttested on new two-dimensional (2D) TOSA trials. Results indicate that both concrete and digital spatial training increased performance on the 2D-TOSA compared to the control group. The two trainings did not statistically differ from one another suggesting that educational spatial apps may be one route to providing early foundational skills to children from under-resourced backgrounds.
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Affiliation(s)
- Corinne A Bower
- Department of Psychology, Temple University, Philadelphia, Pennsylvania, USA
| | - Laura Zimmermann
- School of Education, University of Delaware, Newark, Delaware, USA
| | - Brian N Verdine
- School of Education, University of Delaware, Newark, Delaware, USA
| | - Calla Pritulsky
- School of Education, University of Delaware, Newark, Delaware, USA
| | | | - Kathy Hirsh-Pasek
- Department of Psychology, Temple University, Philadelphia, Pennsylvania, USA
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23
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Aguilar Ramirez DE, Blinch J, Gonzalez CLR. One brick at a time: Building a developmental profile of spatial abilities. Dev Psychobiol 2021; 63:e22155. [PMID: 34196396 DOI: 10.1002/dev.22155] [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: 12/18/2020] [Revised: 05/03/2021] [Accepted: 06/04/2021] [Indexed: 11/11/2022]
Abstract
Spatial abilities are not only fundamental for activities of daily living, but they are also markers of academic and professional success. It has remained a challenge, however, to understand their development across childhood and adolescence, partly because of the lack of spatial tasks that are appropriate across age groups. For example, the well-established paper-based mental rotation test (MRT) has been shown to be too difficult for children. In the current study, we tested girls and boys in three age groups: younger children (5-8-years-old), older children (9-12), and adolescents (13-17) on a hands-on visuospatial task using toy bricks: the brick-building task (BBT). Children completed a low- and a high-mental rotation demand (LMR and HMR) version of the BBT and the paper-based MRT. Correlations were found between all tasks. Children, especially females, found the HMR more challenging than the LMR condition, but all children successfully completed the BBT. In contrast, the MRT was too difficult for the younger children to solve performing at chance. Given this result and that the BBT is a game-like, 3D, interactive task, the BBT could be used to examine the biological and/or environmental factors that affect the early development of visuospatial abilities.
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Affiliation(s)
- Daniela E Aguilar Ramirez
- Department of Kinesiology and Physical Education, University of Lethbridge, Lethbridge, Alberta, Canada
| | - Jarrod Blinch
- Department of Kinesiology and Sport Management, Texas Tech University, Lubbock, Texas, USA
| | - Claudia L R Gonzalez
- Department of Kinesiology and Physical Education, University of Lethbridge, Lethbridge, Alberta, Canada
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24
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DeLiema D, Enyedy N, Steen F, Danish JA. Integrating Viewpoint and Space: How Lamination across Gesture, Body Movement, Language, and Material Resources Shapes Learning. COGNITION AND INSTRUCTION 2021. [DOI: 10.1080/07370008.2021.1928133] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- David DeLiema
- Department ofEducational Psychology, University of Minnesota, Minneapolis, MN, USA
| | - Noel Enyedy
- Department of Teaching and Learning, Vanderbilt University, Nashville, TN, USA
| | - Francis Steen
- Department of Communication, University of California, Los Angeles, Los Angeles, CA, USA
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25
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Hodgkiss A, Gilligan-Lee KA, Thomas MSC, Tolmie AK, Farran EK. The developmental trajectories of spatial skills in middle childhood. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2021; 39:566-583. [PMID: 34003512 PMCID: PMC8519147 DOI: 10.1111/bjdp.12380] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2020] [Revised: 02/07/2021] [Indexed: 11/28/2022]
Abstract
The multidimensional structure of spatial ability remains a debated issue. However, the developmental trajectories of spatial skills have yet to be investigated as a source of evidence within this debate. We tested the intrinsic versus extrinsic and static versus dynamic dimensions of the Uttal et al. (2013, Psychol. Bull., 139, 352) typology in relation to spatial development. Participants (N = 184) aged 6–11 completed spatial tasks chosen to measure these spatial dimensions. The results indicated that the developmental trajectories of intrinsic versus extrinsic skills differed significantly. Intrinsic skills improved more between 6 and 8 years, and 7 and 8 years, than extrinsic skills. Extrinsic skills increased more between 8 and 10 years than intrinsic skills. The trajectories of static versus dynamic skills did not differ significantly. The findings support the intrinsic versus extrinsic, but not the static versus dynamic dimension, of the Uttal et al. (2013, Psychol. Bull., 139, 352) typology.
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Affiliation(s)
| | | | - Michael S C Thomas
- Department of Psychological Sciences, Birkbeck, University of London, UK
| | - Andrew K Tolmie
- Department of Psychology and Human Development, UCL Institute of Education, UCL, London, UK
| | - Emily K Farran
- School of Psychology, University of Surrey, Guildford, UK
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26
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Eisen S, Matthews SE, Jirout J. Parents' and children's gendered beliefs about toys and screen media. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101276] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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27
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Newman SD, Loughery E, Ecklund A, You C, Von Werder H, Soylu F. Structured versus free block play: the impact on arithmetic processing. Trends Neurosci Educ 2021; 22:100146. [PMID: 33845976 DOI: 10.1016/j.tine.2020.100146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Revised: 10/29/2020] [Accepted: 11/19/2020] [Indexed: 11/30/2022]
Abstract
BACKGROUND Block play is one type of intervention that improves visuospatial skills. There are multiple forms of block play and it is unclear whether they have differential cognitive effects. METHOD Given the importance of visuospatial skills for mathematical performance, we studied the differential impact of two types of block playstructured (copying a block design) and free (building from imagination) on arithmetic processing, using behavioral and fMRI methods. Forty-three children aged 8.3±0.8 years participated (21 free play and 22 structured block play). RESULTS Results showed that while both groups showed behavioral improvements, only the structured block play group showed significant improvements in both addition and subtraction performance. Additionally, the structured block play group showed increased activation in several regions linked to memory, motor, and arithmetic processing after training. CONCLUSION The results inform choices for activities used in the classroom to improve visuospatial skills and suggest structured block play may be beneficial for arithmetic processing.
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Affiliation(s)
- Sharlene D Newman
- Department of Psychology, University of Alabama; Department of Psychological and Brain Sciences, Indiana University; Program in Neuroscience, Indiana University.
| | - Erin Loughery
- Department of Psychological and Brain Sciences, Indiana University
| | - Ambur Ecklund
- Department of Psychological and Brain Sciences, Indiana University
| | - Cindy You
- Department of Psychological and Brain Sciences, Indiana University
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28
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Yang X, Pan Y. Spatial Language of Young Children During Block Play in Kindergartens in Urban China. Front Psychol 2021; 12:568638. [PMID: 33708154 PMCID: PMC7940534 DOI: 10.3389/fpsyg.2021.568638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Accepted: 01/28/2021] [Indexed: 11/17/2022] Open
Abstract
Spatial language is an important predictor of spatial skills and might be inspired by peer interaction and goal-oriented building behaviors during block play. The present study investigated the frequency, type and level of children’s spatial language during block play and their associations with the level of block play by observing 228 young children in classrooms equipped with unit blocks and allowing free play on a daily basis. The findings showed that during block play, young children used more words about spatial locations, deictic terms, dimensions, and shapes and fewer words about spatial features or properties and spatial orientations or transformations. Spatial locations were used most frequently, and young children tended to use vertical location words to represent the corresponding location. Most young children used gestures in conjunction with spatial deictic terms. Among shape words, tetragon words were frequently used, and the representation of spatial shapes showed alternatives, collective tendencies and gender differences. The use of spatial language during the play process had a significant positive correlation with age, the construction structure, and form of block building.
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Affiliation(s)
- Xiaoli Yang
- Faculty of Education and Sciences, Sichuan Normal University, Chengdu, China
| | - Yuejuan Pan
- Faculty of Education, Beijing Normal University, Beijing, China
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29
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Tian M, Luo T, Ding J, Wang X, Cheung H. Spatial Ability and Theory of Mind: A Mediating Role of Visual Perspective Taking. Child Dev 2021; 92:1590-1604. [PMID: 33507549 DOI: 10.1111/cdev.13546] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This research tests the role of visual perspective taking (VPT) in mediating the relation between spatial ability and theory of mind (ToM). Study 1 demonstrated such mediation correlationally in seventy 3.5- to 4-year olds. In Study 2, twenty-three 3.5- to 4-year-olds were trained on using play blocks to copy preassembled models as a way to promote spatial ability. Resultant increases in VPT and ToM were compared to those from a control group learning to draw instead (n = 23). Both studies showed that the effect of spatial ability on ToM depended on VPT, suggesting a role of embodiment in ToM development in early childhood. These findings provide an alternative way to think about ToM development and the psychological mechanism that may be involved.
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Affiliation(s)
| | | | - Jinxia Ding
- Hainan Normal University.,Kindergarten Affiliated to Hainan Normal University
| | - Xin Wang
- Kindergarten Affiliated to Hainan Normal University
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30
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Xiao N, Zhang X. Interest in spatial activities predicts young children’s spatial ability development: A two-year longitudinal study. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101943] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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31
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Polinsky N, Flynn R, Wartella EA, Uttal DH. The role of spatial abilities in young children’s spatially-focused touchscreen game play. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2020.100970] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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32
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Zappullo I, Conson M, Zoccolotti P, Trojano L, Senese VP. "Building blocks and drawing figures is not the same": Neuropsychological bases of block design and Rey figure drawing in typically developing children. Child Neuropsychol 2020; 27:371-389. [PMID: 33334206 DOI: 10.1080/09297049.2020.1862075] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Several studies investigated the neuropsychological bases of spatial construction in developmental samples. However, no study directly tested whether the pattern of the neuropsychological processes implied in spatial construction changed depending on whether a block building or a figure drawing task is considered. Here, we used the path analysis to test the direct and indirect effects of verbal abilities (naming and verbal knowledge), executive functions, figure disembedding and mental rotation on two classical spatial construction tasks: the Rey-Osterrieth Complex Figure (ROCF) and the Block Design (BD). We recruited a sample of 186 typically developing children (age range: 7-12 years). Results showed that ROCF copying was directly influenced by age and figure disembedding, and it was indirectly affected by executive functions, naming and verbal knowledge, whereas BD was influenced in a direct way by verbal knowledge, figure disembedding and mental rotation and indirectly affected by executive functions and naming skills. Moreover, the results showed a full measurement invariance of the path model between sexes, whereas only partial invariance was found for age. Thus, we tested the model in two age groups (age ranges: 7-9.5 and 9.6-12 years) and found that the relationships between the variables of the model changed across development. Although other variables might be relevant to spatial construction, the present findings demonstrate different neuropsychological bases of drawing figures and building blocks in typically developing children.
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Affiliation(s)
- Isa Zappullo
- Department of Psychology, University of Campania Luigi Vanvitelli, Caserta, Italy
| | - Massimiliano Conson
- Department of Psychology, University of Campania Luigi Vanvitelli, Caserta, Italy
| | - Pierluigi Zoccolotti
- Department of Psychology, Sapienza University of Rome, Rome, Italy.,Institute for Cognitive Sciences and Technologies (ISTC - CNR), Rome, Italy
| | - Luigi Trojano
- Department of Psychology, University of Campania Luigi Vanvitelli, Caserta, Italy
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33
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Switching between the Forest and the Trees: The Contribution of Global to Local Switching to Spatial Constructional Abilities in Typically Developing Children. Brain Sci 2020; 10:brainsci10120955. [PMID: 33317055 PMCID: PMC7764214 DOI: 10.3390/brainsci10120955] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2020] [Revised: 11/29/2020] [Accepted: 12/07/2020] [Indexed: 11/17/2022] Open
Abstract
Background: Spatial analysis encompasses the ability to perceive the visual world by arranging the local elements (“the trees”) into a coherent global configuration (“the forest”). During childhood, this ability gradually switches from a local to a global precedence, which contributes to changes in children’s spatial construction abilities, such as drawing or building blocks. At present, it is not clear whether enhanced global or local processing or, alternatively, whether switching between these two levels best accounts for children’s spatial constructional abilities. Methods: We assessed typically developing children 7 to 8 years old on a global/local switching task and on two widely used spatial construction tasks (the Rey–Osterrieth Complex Figure and the Block Design test). Results: The ability to switch from global to local level, rather than a global or a local advantage, best accounted for children’s performance on both spatial construction tasks. Conclusions: The present findings contribute to elucidate the relationship between visual perception and spatial construction in children showing that the ease with which children switch perception from global to local processing is an important factor in their performance on tasks requiring complex drawing and block assembling.
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34
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Zhang X, Chen C, Yang T, Xu X. Spatial Skills Associated With Block-Building Complexity in Preschoolers. Front Psychol 2020; 11:563493. [PMID: 33192834 PMCID: PMC7649809 DOI: 10.3389/fpsyg.2020.563493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Accepted: 08/12/2020] [Indexed: 11/13/2022] Open
Abstract
Block building is a popular play activity among young children and is also used by psychologists to assess their intelligence. However, little research has attempted to systematically explore the cognitive bases of block-building ability. The current study (N = 66 Chinese preschoolers, 32 boys and 34 girls; mean age = 4.7 years, SD = 0.29, range = 3.4 to 5.2 years) investigated the relationships between six measures of spatial skills (shape naming, shape recognition, shape composition, solid figure naming, cube transformation, and mental rotation, with the former four representing form perception and the latter two representing visualization) and block-building complexity. Correlation results showed that three of the four measures of form perception (shape naming, shape recognition, and shape composition) were significantly and positively correlated with block-building complexity, whereas the two measures of visualization were not. Results from regression models indicated that shape recognition and shape composition, as well as shape-recognition-by-gender interaction, were unique predictors of children's block-building complexity. These findings provide preliminary evidence for the basic spatial skills underlying children's block-building complexity and have implications for classroom instructions aimed at improving preschoolers' block-building complexity.
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Affiliation(s)
- Xiaoxia Zhang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China.,School of Education, Capital Normal University, Beijing, China
| | - Chuansheng Chen
- Department of Psychological Science, University of California, Irvine, Irvine, CA, United States
| | - Tao Yang
- Department of Psychological Science, University of California, Irvine, Irvine, CA, United States
| | - Xiaohui Xu
- School of Preschool Education, Capital Normal University, Beijing, China
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35
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Cai L, Luo J, Zhang H, Ying J. The Development of Spatial Representation Through Teaching Block-Building in Kindergartners. Front Psychol 2020; 11:565723. [PMID: 33132968 PMCID: PMC7562790 DOI: 10.3389/fpsyg.2020.565723] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Accepted: 09/14/2020] [Indexed: 11/13/2022] Open
Abstract
This study investigated the effects of the teaching block-building intervention on overall spatial representation and its three sub-forms, namely linguistic, graphic and model representations, in kindergartners. Eighty-four children (39 girls and 45 boys), aged 5–6 years old, were randomly selected and equally divided into two groups, i.e., experimental group and control group. The experimental group received the intervention of teaching block-building for 14 weeks (45 min each time, once a week), while children in the control group freely played with blocks for the equivalent time. Children’s spatial representation performances were measured in both pre- and post-tests by the Experimental Tasks of Spatial Representation for Children. The results showed that: (1) teaching block-building could promote not only the overall spatial representation but also all three sub-forms of spatial representations; (2) there was no gender differences regarding the effect of teaching block-building on neither the overall nor three sub-forms of spatial representations; (3) after the intervention, the diversity of children’s choices regarding the use of sub-forms spatial representations was also promoted in the experimental group. In summary, these results contributed to a comprehensive and systematic understanding of the effects of teaching block-building on spatial representation among children in kindergartens.
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Affiliation(s)
- Liman Cai
- School of Education, South China Normal University, Guangzhou, China
| | - Jiutong Luo
- Advanced Innovation Center for Future Education, Faculty of Education, Beijing Normal University, Beijing, China.,Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong
| | - Hui Zhang
- Teacher's College, Shihezi University, Shihezi, China
| | - Jinling Ying
- School of Education, South China Normal University, Guangzhou, China
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36
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Peterson EG, Weinberger AB, Uttal DH, Kolvoord B, Green AE. Spatial activity participation in childhood and adolescence: consistency and relations to spatial thinking in adolescence. COGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS 2020; 5:43. [PMID: 32936362 PMCID: PMC7494723 DOI: 10.1186/s41235-020-00239-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2019] [Accepted: 07/10/2020] [Indexed: 11/24/2022]
Abstract
Background Prior research has revealed positive effects of spatial activity participation (e.g., playing with blocks, sports) on current and future spatial skills. However, research has not examined the degree to which spatial activity participation remains stable over time, and little is known about how participating in spatial activities at multiple points in development impacts spatial thinking. In this study, adolescents completed measures of spatial thinking and questionnaires assessing their current and previous participation in spatial activities. Results Participation in childhood spatial activities predicted adolescent spatial activity participation, and the relation was stronger for females than for males. Adolescents’ current participation in spatial activities predicted spatial thinking skills, whereas participation in childhood spatial activities predicted adolescents’ spatial habits of mind, even when accounting for factors such as gender and academic performance. No cumulative benefit was incurred due to participating in spatial activities in both childhood and adolescence, and a lack of spatial activities in childhood was not made up for by later spatial activity participation. Conclusions These findings reveal a consistently positive relationship in spatial activity participation between childhood and adolescence. Results highlight the importance of participating in spatial activities during childhood, and underscore the differential impact that participation in spatial activities during childhood versus adolescence has on different facets of adolescents’ spatial thinking. Implications for the timing of interventions is discussed.
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Affiliation(s)
| | - Adam B Weinberger
- Department of Psychology, Georgetown University, Washington, DC, USA.,Department of Psychology, Northwestern University, Evanston, IL, USA
| | - David H Uttal
- College of Integrated Science and Engineering, James Madison University, Harrisonburg, VA, USA
| | - Bob Kolvoord
- Department of Psychology and Interdisciplinary Program in Neuroscience, Georgetown University, Washington, DC, USA
| | - Adam E Green
- Penn Center for Neuroaesthetics, University of Pennsylvania, Philadelphia, PA, USA
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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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Purpura DJ, King YA, Rolan E, Hornburg CB, Schmitt SA, Hart SA, Ganley CM. Examining the Factor Structure of the Home Mathematics Environment to Delineate Its Role in Predicting Preschool Numeracy, Mathematical Language, and Spatial Skills. Front Psychol 2020; 11:1925. [PMID: 32849131 PMCID: PMC7424039 DOI: 10.3389/fpsyg.2020.01925] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2019] [Accepted: 07/13/2020] [Indexed: 11/14/2022] Open
Abstract
A growing body of evidence suggests that the ways in which parents and preschool children interact in terms of home-based mathematics activities (i.e., the home mathematics environment; HME) is related to children's mathematics development (e.g., primarily numeracy skills and spatial skills); however, this body of evidence is mixed with some research supporting the relation and others finding null effects. Importantly, few studies have explicitly examined the factor structure of the HME and contrasted multiple hypothesized models. To develop more precise models of how the HME supports children's mathematics development, the structure of the HME needs to be examined and linked to mathematics performance. The purpose of this study was to extend prior work by replicating the factor structure of the HME (as one general HME factor and three specific factors of direct numeracy, indirect numeracy, and spatial) and using those factors to predict direct assessments of children's numeracy, mathematical language, and spatial skills. It was hypothesized that the general HME factor would be related to each direct assessment, the direct numeracy factor would be related to both numeracy and mathematical language, and the spatial factor would be related to spatial skills. Using a sample of 129 preschool children (M age = 4.71 years, SD = 0.55; 46.5% female), a series of confirmatory factor analyses were conducted. Results diverged somewhat from prior work as the best fitting model was a bifactor model with a general HME factor and two specific factors (one that combined direct and indirect numeracy activities and another of spatial activities) rather than three specific factors as had previously been found. Further, structural equation modeling analyses suggested that, in contrast to expectations, only the direct + indirect numeracy factor was a significant predictor of direct child assessments when accounting for age, sex, and parental education. These findings provide evidence that a bifactor model is important in understanding the structure of the HME, but only one specific factor is related to children's outcomes. Delineating the structure of the HME, and how specific facets of the HME relate to children's mathematics skills, provides a strong foundation for understanding and enhancing the mechanisms that support mathematics development.
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Affiliation(s)
- David J. Purpura
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Yemimah A. King
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Emily Rolan
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Caroline Byrd Hornburg
- Department of Human Development and Family Science, Virginia Tech, Blacksburg, VA, United States
| | - Sara A. Schmitt
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Sara A. Hart
- Department of Psychology, Florida State University, Tallahassee, FL, United States
| | - Colleen M. Ganley
- Department of Psychology, Florida State University, Tallahassee, FL, United States
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Alvarez-Vargas D, Abad C, Pruden SM. Spatial anxiety mediates the sex difference in adult mental rotation test performance. Cogn Res Princ Implic 2020; 5:31. [PMID: 32712746 PMCID: PMC7382671 DOI: 10.1186/s41235-020-00231-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2019] [Accepted: 05/12/2020] [Indexed: 11/10/2022] Open
Abstract
Mental rotation ability is associated with successful advances in STEM (science, technology, engineering, and mathematics) education and occupations. Meta-analyses have shown consistent sex disparities in mental rotation, where men outperform women on one measure of mental rotation ability, the Mental Rotations Test (MRT). Spatial anxiety, or the fear and apprehension felt when completing a task that requires spatial thinking, was proposed as a mechanism explaining the relation between sex and mental rotation test performance. This study modified the Spatial Anxiety Scale (SAS) to include questions about how anxious individuals feel when they must mentally rotate items to accomplish a task (e.g., playing Tetris). An exploratory factor analysis was conducted to assess the factorial structure of the modified spatial anxiety scale. Three factor loadings were extracted representing the ability to navigate, mentally rotate objects, and visualize objects. Furthermore, we analyzed the role of spatial anxiety and trait anxiety as potential mediators of the relation between participant sex and mental rotation performance. Spatial anxiety partially mediated the link between the sex of the participants and the MRT performance controlling for trait anxiety. Only navigation and mental rotation anxiety significantly mediated the relation between participant sex and mental rotation performance. We posit spatial anxiety as a barrier to efficient and accurate spatial thinking, and suggest that reducing spatial anxiety has the potential to improve spatial skills and reduce sex differences in mental rotation test performance. To ascertain this, an experimental design can determine whether a reduction in spatial anxiety causes changes in mental rotation test scores.
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Affiliation(s)
| | - Carla Abad
- Psychology Department, Florida International University, Miami, FL USA
| | - Shannon M. Pruden
- Psychology Department, Florida International University, Miami, FL USA
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40
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Blazhenkova O, Booth RW. Individual differences in visualization and childhood play preferences. Heliyon 2020; 6:e03953. [PMID: 32551373 PMCID: PMC7292923 DOI: 10.1016/j.heliyon.2020.e03953] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2018] [Revised: 11/05/2018] [Accepted: 05/05/2020] [Indexed: 11/30/2022] Open
Abstract
Our research explored the structure of childhood visual play preferences, and examined different types of visual play in relation to individual differences in visualization and aptitudes in academic specializations requiring visualization skills. Principal component analysis dissociated visual-object play (e.g., exploring drawing media or decorative crafts) from visual-spatial play (e.g., assembling and disassembling mechanisms or playing with construction toys) preferences. Moreover, visual play preferences were dissociated from verbal play preferences (e.g., vocabulary games or making up stories). The structure of visual play preferences was consistent with object and spatial dimensions of individual differences in visualization. Visual-object and visual-spatial dimensions of play preferences were differentially related to measures of object visualization (processing pictorial appearances in terms of shape, texture, and color) versus spatial visualization (processing spatial relationships and spatial manipulations), as well as to aptitudes in artistic versus scientific domains. Furthermore, our research sheds new light on sex differences in play behavior: Previous studies commonly associated gender-specific play with visual versus verbal-social processing; our research demonstrated sex differences in play preferences across the two dimensions of visual play, where females preferred visual-object and males preferred visual-spatial play. Moreover, we found the object vs. spatial structure of visual play preferences was largely the same in both sexes, suggesting that differences in visual play preferences cannot be reduced to sex differences. Also, our questionnaire assessing visual-object, visual-spatial and verbal play preferences, developed for research purposes, demonstrated good reliability. Its two scales, assessing visual-object and visual-spatial play preferences, discriminatively correlated with assessments of individual differences in object and spatial visualization, respectively. This research creates a basis for further creation of comprehensive measures of visual play preferences, and should stimulate future studies examining visual play preferences and how they may create developmental opportunities for skills and preferences lasting into adulthood.
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41
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Schröder E, Gredebäck G, Gunnarsson J, Lindskog M. Play enhances visual form perception in infancy-an active training study. Dev Sci 2020; 23:e12923. [PMID: 31721368 PMCID: PMC7187289 DOI: 10.1111/desc.12923] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2018] [Revised: 10/31/2019] [Accepted: 11/06/2019] [Indexed: 11/30/2022]
Abstract
Motor experiences and active exploration during early childhood may affect individual differences in a wide range of perceptual and cognitive abilities. In the current study, we suggest that active exploration of objects facilitates the ability to process object forms and magnitudes, which in turn impacts the development of numerosity perception. We tested our hypothesis by conducting a preregistered active exploration intervention with 59 8-month-old infants. The minimal intervention consisted of actively playing with and exploring blocks once a day for 8 weeks. In order to control for possible training effects on attention, we used book reading as a control condition. Pre- and post-test assessments using eye-tracking showed that block play improved visual form perception, where infants became better at detecting a deviant shape. Furthermore, using three control tasks, we showed that the intervention specifically improved infants' ability to process visual forms and the effect could not be explained by a domain general improvement in attention or visual perception. We found that the intervention did not improve numerosity perception and suggest that because of the sequential nature of our hypothesis, a longer time frame might be needed to see improvements in this ability. Our findings indicate that if infants are given more opportunities for play and exploration, it will have positive effects on their visual form perception, which in turn could help their understanding of geometrical concepts.
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42
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Bower C, Odean R, Verdine BN, Medford JR, Marzouk M, Golinkoff RM, Hirsh-Pasek K. Associations of 3-year-olds' block-building complexity with later spatial and mathematical skills. JOURNAL OF COGNITION AND DEVELOPMENT 2020; 21:383-405. [PMID: 33716576 PMCID: PMC7954229 DOI: 10.1080/15248372.2020.1741363] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Block-building skills at age 3 are related to spatial skills at age 5 and spatial skills in grade school are linked to later success in science, technology, engineering, and mathematics (STEM) fields (Wai, Lubinski, & Benbow, 2009; Wai, Lubinski, Benbow, & Steiger, 2010). Though studies have focused on block-building behaviors and design complexity, few have examined these variables in relation to future spatial and mathematical skills or have considered how children go about copying the model in detail. This study coded 3-year-olds' (N = 102) block-building behaviors and structural complexity on 3-D trials of the Test of Spatial Assembly (TOSA; Verdine, Golinkoff, Hirsh-Pasek, & Newcombe, 2017). It explored whether individual differences in children's building behaviors and the complexity of their designs related to accuracy in copying the model block structures or their spatial and mathematical skills at ages 4 and 5. Our findings reveal that block-building behaviors were associated with concurrent and later spatial skills while structural complexity was associated with concurrent and later spatial skills as well as concurrent mathematics skills. Future work might teach children to engage in the apparently successful block-building strategies examined in this research to evaluate a potential causal mechanism.
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43
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Tian M, Luo T, Cheung H. The Development and Measurement of Block Construction in Early Childhood: A Review. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2019. [DOI: 10.1177/0734282919865846] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Children’s block building has long been a focus of psychological research, in part because block building skills are thought to be useful indicators of other abilities such as representational thinking. Block building skills are assumed to progress through developmental stages and a number of measures have been developed to assess these skills. In this article, we critically review the literature on two topics related to children’s block building. First, we examine the literature on developmental changes in block play with a focus on the approximate age trends for various block construction abilities. Second, we provide an overview of the scales used to assess block construction complexity such as the Block Building Measure, Building Performance Coding, and Block Structure Complexity Scoring Instrument and propose a conceptual model of the skills involved in block building. Based on this review, we recommend ways to refine existing research methods, improve scale validity, and combine different indices to establish a more comprehensive measure of children’s block construction.
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Affiliation(s)
- Mi Tian
- The Chinese University of Hong Kong, Sha Tin, Hong Kong
| | - Tianrui Luo
- The Chinese University of Hong Kong, Sha Tin, Hong Kong
| | - Him Cheung
- The Education University of Hong Kong, Tai Po, Hong Kong
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44
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Weber AM, Leuchter M. Measuring preschool children's knowledge of the principle of static equilibrium in the context of building blocks: Validation of a test instrument. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 90 Suppl 1:50-74. [PMID: 31292951 DOI: 10.1111/bjep.12304] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2018] [Revised: 05/31/2019] [Indexed: 11/26/2022]
Abstract
BACKGROUND Preschoolers' knowledge of the principle of static equilibrium is an important research focus for understanding children's science content knowledge. Hitherto studies have mainly used behavioural observation with small samples. Thus, extending these studies with a validated test instrument is desirable. AIMS The aim was to validate an instrument (the Centre-of-Mass Test), which is concerned with preschoolers' knowledge of the principle of static equilibrium, using item response theory. In Study 1, the construct structure was tested, and in Study 2, its relationship with stabilities of symmetrical blocks, figural reasoning, figural perception, mental rotation, level of interest, self-concept, motivation, and language capacity was investigated. SAMPLES A total of 217 five- and six-year-old children participated in Study 1 and 166 five- and six-year-old children in Study 2. METHODS All tests were administered as paper-pencil picture tests in groups and single interviews. RESULTS In Study 1, the Centre-of-Mass Test's conformity with a 1PL-testlet model with an overall knowledge of static equilibrium and with two subtests, estimation of stable and unstable constructions, was confirmed. Using a 95% binomial distribution, children were categorized into three knowledge categories: geometrical-centre, centre-of-mass, and undifferentiated knowledge. In Study 2, knowledge of the principle of static equilibrium showed positive correlations with figural perception and reasoning, language capacity, and estimation of the stabilities of symmetrical objects. CONCLUSIONS The Centre-of-Mass Test measures knowledge of the principle of static equilibrium as a unidimensional construct and mirrors preschoolers' estimations found in previous studies. The acquisition of a more sophisticated static equilibrium knowledge is related to spatial knowledge and language capacity.
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Affiliation(s)
- Anke Maria Weber
- Institute for Children and Youth Education, University of Koblenz-Landau, Germany
| | - Miriam Leuchter
- Institute for Children and Youth Education, University of Koblenz-Landau, Germany
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45
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Wong WI, Yeung SP. Early Gender Differences in Spatial and Social Skills and Their Relations to Play and Parental Socialization in Children from Hong Kong. ARCHIVES OF SEXUAL BEHAVIOR 2019; 48:1589-1602. [PMID: 31123945 DOI: 10.1007/s10508-019-1415-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2017] [Revised: 01/31/2019] [Accepted: 02/02/2019] [Indexed: 05/26/2023]
Abstract
Children's play preferences are highly gender-typed. At the same time, much research revolves around spatial and social skills that sometimes show male and female advantages, respectively. There is evidence that play with masculine toys is associated with better spatial skills and emerging evidence suggests that play with feminine toys is associated with better social skills. However, several research gaps limit current knowledge on these aspects of gender development. First, the study of childhood gender development has been largely Eurocentric; second, the link between gender-typed play and social skills development is not well supported. We tested 644 5-year-old Hong Kong Chinese children on five gender-typed skills, play preferences, and parental gender socialization. The pattern of gender differences was remarkably similar to those in the West. Boys preferred masculine toys more than girls and were better at mental transformation and targeting accuracy, while girls preferred feminine (and neutral) toys more than boys and were better at empathy and were less aggressive, although there was no significant gender difference in comforting skill. There was little evidence that these gender differences varied with socioeconomic status (parental income and education). Play correlated with some outcomes in expected ways. This is in contrast to parents' gender socialization, which showed some expected differences by child gender but minimally correlated with children's skills. These findings shed light on the generalizability of current knowledge on early gender differences and may facilitate gender developmental research outside the West. Although the study did not test the direction of effects, they substantiate the growing discourse on gender-typed play as an important learning mechanism.
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Affiliation(s)
- Wang Ivy Wong
- Department of Psychology, University of Hong Kong, Pokfulam, Hong Kong.
- Gender Studies Program, The Chinese University of Hong Kong, Sino Building, Shatin, N.T., Hong Kong.
| | - Sui Ping Yeung
- Department of Psychology, University of Hong Kong, Pokfulam, Hong Kong
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46
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van Tetering M, van der Donk M, de Groot RHM, Jolles J. Sex Differences in the Performance of 7-12 Year Olds on a Mental Rotation Task and the Relation With Arithmetic Performance. Front Psychol 2019; 10:107. [PMID: 30761050 PMCID: PMC6364576 DOI: 10.3389/fpsyg.2019.00107] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2018] [Accepted: 01/14/2019] [Indexed: 11/13/2022] Open
Abstract
This study evaluates boy-girl differences in 3D mental rotation in schoolchildren aged 7–12 years and the relation to arithmetic performance. A dedicated new task was developed: The Mental Rotation Task – Children (MRT-C). This task was applied to a large sample of 729 children. At the age of 7- to 9-years, a sex difference was found in the number of correct judgments made on the MRT-C. Boys performed better than girls. A closer look at the distribution of boys and girls in this age group showed that boys were overrepresented in the top performance quartile, whereas girls were overrepresented in the lowest performance quartile. A second finding was that higher mental rotation performance was significantly correlated to better mathematical achievement. This finding was done for boys, but not for girls. This correlation underscores the important role that spatial processing plays in mathematical achievement and has implications for school practice.
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Affiliation(s)
- Marleen van Tetering
- Faculty of Behavioral and Movement Sciences, Centre for Brain and Learning, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Marthe van der Donk
- Faculty of Behavioral and Movement Sciences, Centre for Brain and Learning, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Renate Helena Maria de Groot
- Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Heerlen, Netherlands
| | - Jelle Jolles
- Faculty of Behavioral and Movement Sciences, Centre for Brain and Learning, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
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47
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Abad C, Odean R, Pruden SM. Sex Differences in Gains Among Hispanic Pre-kindergartners' Mental Rotation Skills. Front Psychol 2019; 9:2563. [PMID: 30618982 PMCID: PMC6304362 DOI: 10.3389/fpsyg.2018.02563] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2018] [Accepted: 11/29/2018] [Indexed: 11/13/2022] Open
Abstract
The current study explores change in mental rotation skills throughout the pre-kindergarten year in a Hispanic population to better understand the development of early sex differences in mental rotation. Ninety-six Hispanic children (M = 4 years 8 months) completed a mental rotation task at the beginning and end of pre-kindergarten. Results suggest Hispanic boys and girls differed in gains on mental rotation ability, with boys improving significantly more than girls during pre-kindergarten on a mental rotation task. This study highlights the significance of studying mental rotation abilities in a Hispanic population of pre-kindergarten aged children and suggests the importance of examining sex differences in mental rotation over time, rather than at one time-point, to better understand when sex differences in spatial skills develop. We discuss various factors that potentially affect the growth of spatial skills including the role of early education, spatial experiences, and spatial language input.
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Affiliation(s)
- Carla Abad
- STEM Transformation Institute, Florida International University, Miami, FL, United States
| | - Rosalie Odean
- School of Education, University of Delaware, Newark, DE, United States
| | - Shannon M Pruden
- Department of Psychology, Florida International University, Miami, FL, United States
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48
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Zhang X, Hu BY, Ren L, Huo S, Wang M. Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors. New Dir Child Adolesc Dev 2019; 2019:9-37. [PMID: 30615267 DOI: 10.1002/cad.20271] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
This chapter addresses how child-, family-, and school-level characteristics are associated with Chinese children's academic skill development during their preschool years. Academic skills are defined in terms of young children's emergent competencies in academic domains including literacy, mathematics, and science. First, we review the relations of young Chinese children's cognition (language, visuospatial, and executive functioning), behavior (social behavior and behavioral regulation), and affect (interest and attitude) to their performance in these academic domains. Second, we review the roles of familial variables, including family socioeconomic status and broad and specific aspects of parenting practices and parental involvement. Third, we review school- and classroom-level factors, with a special emphasis on preschool and classroom quality that is particularly relevant to young Chinese children's academic skills. We discuss the educational implications of these study findings and identify methodological limitations that may threaten their internal and external validity. Our aim is to bring attention to the growing body of research on young Chinese children's academic skill development and to highlight several areas that need further research.
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Affiliation(s)
- Xiao Zhang
- Faculty of Education, The University of Hong Kong
| | - Bi Ying Hu
- Faculty of Education, University of Macau
| | - Lixin Ren
- Faculty of Education, East China Normal University
| | - Shuting Huo
- Faculty of Education, The University of Hong Kong
| | - Meifang Wang
- College of Elementary Education, Capital Normal University
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Roach VA, Fraser GM, Kryklywy JH, Mitchell DGV, Wilson TD. Guiding Low Spatial Ability Individuals through Visual Cueing: The Dual Importance of Where and When to Look. ANATOMICAL SCIENCES EDUCATION 2019; 12:32-42. [PMID: 29603656 DOI: 10.1002/ase.1783] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2017] [Revised: 03/01/2018] [Accepted: 03/03/2018] [Indexed: 05/28/2023]
Abstract
Research suggests that spatial ability may predict success in complex disciplines including anatomy, where mastery requires a firm understanding of the intricate relationships occurring along the course of veins, arteries, and nerves, as they traverse through and around bones, muscles, and organs. Debate exists on the malleability of spatial ability, and some suggest that spatial ability can be enhanced through training. It is hypothesized that spatial ability can be trained in low-performing individuals through visual guidance. To address this, training was completed through a visual guidance protocol. This protocol was based on eye-movement patterns of high-performing individuals, collected via eye-tracking as they completed an Electronic Mental Rotations Test (EMRT). The effects of guidance were evaluated using 33 individuals with low mental rotation ability, in a counterbalanced crossover design. Individuals were placed in one of two treatment groups (late or early guidance) and completed both a guided, and an unguided EMRT. A third group (no guidance/control) completed two unguided EMRTs. All groups demonstrated an increase in EMRT scores on their second test (P < 0.001); however, an interaction was observed between treatment and test iteration (P = 0.024). The effect of guidance on scores was contingent on when the guidance was applied. When guidance was applied early, scores were significantly greater than expected (P = 0.028). These findings suggest that by guiding individuals with low mental rotation ability "where" to look early in training, better search approaches may be adopted, yielding improvements in spatial reasoning scores. It is proposed that visual guidance may be applied in spatial fields, such as STEMM (science, technology, engineering, mathematics and medicine), surgery, and anatomy to improve student's interpretation of visual content. Anat Sci Educ. © 2018 American Association of Anatomists.
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Affiliation(s)
- Victoria A Roach
- Department of Biomedical Sciences, William Beaumont School of Medicine, Oakland University, Rochester, Michigan
| | - Graham M Fraser
- Cardiovascular Research Group, Division of BioMedical Sciences, Faculty of Medicine, Memorial University of Newfoundland, St. John's, Newfoundland, Canada
| | - James H Kryklywy
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Derek G V Mitchell
- Department of Psychiatry, Schulich School of Medicine and Dentistry, Brain and Mind Institute, London, Ontario, Canada
- Department of Psychology, The University of Western Ontario, London, Ontario, Canada
- Department of Anatomy and Cell Biology, Corps for Research of Instructional and Perceptual Technologies, Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Ontario, Canada
| | - Timothy D Wilson
- Department of Anatomy and Cell Biology, Corps for Research of Instructional and Perceptual Technologies, Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Ontario, Canada
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Mix KS, Hambrick DZ, Satyam VR, Burgoyne AP, Levine SC. The latent structure of spatial skill: A test of the 2 × 2 typology. Cognition 2018; 180:268-278. [DOI: 10.1016/j.cognition.2018.07.012] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2017] [Revised: 07/19/2018] [Accepted: 07/22/2018] [Indexed: 01/11/2023]
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