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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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2
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Taborda-Osorio H, Otálora Y. Effects of a 3-factor field intervention on numerical and geometric knowledge in preschool children. PLoS One 2023; 18:e0290956. [PMID: 37972128 PMCID: PMC10653543 DOI: 10.1371/journal.pone.0290956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Accepted: 08/18/2023] [Indexed: 11/19/2023] Open
Abstract
The main aim of this study was to develop and test the effects of a field math intervention program on both number and geometry knowledge. The intervention was developed based on three basic skills previously associated with mathematical performance: symbolic number knowledge, mapping processes and spatial reasoning. The participants were 117 preschoolers from six schools in Cali and Bogotá. The children were assigned to an intervention group (N = 55) or a control group (N = 62). The intervention lasted 11 weeks with 3 sessions per week where the children participated in different game-based activities. Tests of numerical and geometric knowledge were administered before and after the intervention. The effects of the intervention were tested twice, immediately after the program ended and six months later. The results show that the children in the intervention group improved more than the control group in both number and geometry. The second posttest revealed a significant intervention effect for geometry, but not for numerical knowledge. The implications of these mixed patterns of results are discussed in the paper.
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Affiliation(s)
| | - Yenny Otálora
- Faculty of Psychology, Center for Research on Psychology, Cognition and Culture, Universidad del Valle, Cali, Colombia
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3
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Gilligan-Lee KA, Hawes ZCK, Williams AY, Farran EK, Mix KS. Hands-On: Investigating the role of physical manipulatives in spatial training. Child Dev 2023; 94:1205-1221. [PMID: 37547951 DOI: 10.1111/cdev.13963] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2021] [Revised: 05/11/2023] [Accepted: 06/03/2023] [Indexed: 08/08/2023]
Abstract
Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that both embodied and non-embodied spatial training approaches improve spatial skills compared to control. However, we conclude that embodied spatial training using physical manipulatives leads to larger, more consistent gains in mathematics and greater depth of spatial processing than non-embodied training. These findings highlight the potential of spatial activities, particularly those that use physical materials, for improving children's mathematics skills.
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Affiliation(s)
- Katie A Gilligan-Lee
- School of Psychology, University College Dublin, Dublin, Ireland
- School of Psychology, University of Surrey, Guildford, UK
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
| | - Zachary C K Hawes
- Department of Applied Psychology & Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada
| | | | - Emily K Farran
- School of Psychology, University of Surrey, Guildford, UK
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
| | - Kelly S Mix
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, USA
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Tam YP, Chan WWL. The differential relations between sub-domains of spatial abilities and mathematical performance in children. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102101] [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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5
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Supporting mathematics learning: a review of spatial abilities from research to practice. Curr Opin Behav Sci 2022. [DOI: 10.1016/j.cobeha.2022.101176] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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6
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Rocha K, Lussier CM, Atit K. What makes online teaching spatial? Examining the connections between K-12 teachers' spatial skills, affect, and their use of spatial pedagogy during remote instruction. Cogn Res Princ Implic 2022; 7:25. [PMID: 35312888 PMCID: PMC8935615 DOI: 10.1186/s41235-022-00377-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 02/26/2022] [Indexed: 11/10/2022] Open
Abstract
Spatial skills are critical for student success in K-12 STEM education. Teachers' spatial skills and feelings about completing spatial tasks influence students' spatial and STEM learning at both the primary and secondary levels. However, whether spatial skills and spatial anxiety differ or not between these two teacher levels is unknown. Additionally, the relations between teachers' spatial skills, spatial anxiety, and their use of spatial pedagogical practices in remote learning settings is unknown. Here, we investigated if spatial skills and spatial anxiety differ between teachers working at primary versus secondary levels, and examined the relations between their spatial skills and spatial anxiety while accounting for additional influential factors-general reasoning ability and general anxiety. Lastly, we investigated how teachers' spatial skills in conjunction with their spatial anxiety relate to their use of spatial teaching practices for online instruction. Sixty-two K-12 teachers completed measures of spatial skills, spatial anxiety, general anxiety, general reasoning, and a teaching activities questionnaire. Results indicate that spatial skills and spatial anxiety may not vary between teachers working at primary versus secondary levels, but that higher spatial skills in teachers are associated with lower spatial anxiety for mental manipulation tasks. Additionally, teachers with weaker spatial skills and lower mental manipulation anxiety reported more frequently using spatial teaching practices when teaching remotely due to COVID-19. These findings may have broad implications for teacher professional development with regards to developing students' spatial skills during remote learning.
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Affiliation(s)
- Kelsey Rocha
- School of Education, University of California, Riverside, 1207 Sproul Hall, Riverside, CA, 92521, USA
| | - Catherine M Lussier
- School of Education, University of California, Riverside, 1207 Sproul Hall, Riverside, CA, 92521, USA
| | - Kinnari Atit
- School of Education, University of California, Riverside, 1207 Sproul Hall, Riverside, CA, 92521, USA.
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Toddler motor performance and intelligence at school age in preterm born children: A longitudinal cohort study. Early Hum Dev 2022; 166:105549. [PMID: 35152174 DOI: 10.1016/j.earlhumdev.2022.105549] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/10/2021] [Revised: 01/15/2022] [Accepted: 01/24/2022] [Indexed: 11/22/2022]
Abstract
BACKGROUND Current knowledge regarding differences in verbal intelligence scores (VIQ) and performance intelligence scores (PIQ) in preterm born children is limited. As early motor performance may be essential for developing later visual-perceptual and visual-motor skills, early motor performance may be associated with PIQ. AIMS To evaluate whether in preterm born children motor performance at two years was associated with PIQ at eight years. METHODS Single-centre cohort study including 88 children born <30 weeks' gestation between 2007 and 2011, who completed the Bayley Scales of Infant and Toddler Development-III (BSID-III) at two years and the Wechsler Intelligence Scale for Children-III-NL (WISC-III-NL) at eight years. Outcome measurements (mean (SD)) were gross and fine motor performance based on the BSID-III, and PIQ and VIQ based on the WISC-III-NL. Linear regression analysis was performed to evaluate the association between motor performance at two years and PIQ at eight years. RESULTS At two years, mean BSID-III gross motor scaled score was 9.0 (SD 3.0) and fine motor score was 11.5 (SD 2.3). At eight years, mean PIQ was 94.9 (SD 13.5) and mean VIQ 101.8 (SD 13.7). A one-point increase in fine motor scaled score was associated with 1.7 points (95% CI 0.5-2.8) increase in PIQ. Gross motor scaled score was not associated with PIQ. CONCLUSIONS Fine motor performance in toddlerhood was related to PIQ at school age, with lower scores indicating a lower PIQ. Early assessment of fine motor performance may be beneficial in identifying children at risk for lower performance intelligence.
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Training spatial cognition enhances mathematical learning in a randomized study of 17,000 children. Nat Hum Behav 2021; 5:1548-1554. [PMID: 34017098 DOI: 10.1038/s41562-021-01118-4] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2020] [Accepted: 04/16/2021] [Indexed: 02/03/2023]
Abstract
Spatial and mathematical abilities are strongly associated. Here, we analysed data from 17,648 children, aged 6-8 years, who performed 7 weeks of mathematical training together with randomly assigned spatial cognitive training with tasks demanding more spatial manipulation (mental rotation or tangram), maintenance of spatial information (a visuospatial working memory task) or spatial, non-verbal reasoning. We found that the type of cognitive training children performed had a significant impact on mathematical learning, with training of visuospatial working memory and reasoning being the most effective. This large, community-based study shows that spatial cognitive training can result in transfer to academic abilities, and that reasoning ability and maintenance of spatial information is relevant for mathematics learning in young children.
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Meinhardt A, Braeuning D, Hasselhorn M, Lonnemann J, Moeller K, Pazouki T, Schiltz C, Jung S. The development of early visual-spatial abilities – considering effects of test mode. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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10
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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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The study of visuospatial abilities in trainees: A scoping review and proposed model. Surg Open Sci 2021; 5:25-33. [PMID: 34337374 PMCID: PMC8324459 DOI: 10.1016/j.sopen.2021.05.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 05/04/2021] [Accepted: 05/06/2021] [Indexed: 11/23/2022] Open
Abstract
Background Visuospatial abilities are an important component of technical skill acquisition. Targeted visuospatial ability training may have positive implications for training programs. The development of such interventions requires an adequate understanding of the visuospatial ability processes necessary for surgical and nonsurgical tasks. This scoping review aims to identify the components of visuospatial ability that have been reported in surgical and nonsurgical trainees and determine if there is consensus regarding the language and psychometric measures used, clarifying the elements that may be required to develop interventions that enhance visuospatial ability. Methods A scoping review was designed to identify relevant records from EMBASE and Medline until January 13, 2020. Data were extracted on visuospatial ability terminology, dimensions, instruments, and interventions with results stratified by specialty (surgical, nonsurgical, or mixed). Conference abstracts, opinion pieces, and review studies were excluded. Results Out of 882 total records, 26 were identified that met criteria for inclusion. Surgical specialities were represented in > 90% of results. A total of 16 unique terms were used to describe visuospatial ability and were measured using 34 instruments, of which eight were used more than once. Eighteen different dimensions were identified. A single study explored the effects of a targeted visuospatial ability intervention. Conclusion A wide range of visuospatial ability terms, instruments, and dimensions were identified, suggesting an incomplete understanding of the components most relevant to surgical and nonsurgical tasks. This confusion may be hindering the development of visuospatial ability targeted interventions during residency training. A rigorous methodological model is proposed to help unify the field and guide future research.
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Key Words
- BVMT-R, Brief Visuospatial Memory Test-Revised
- CCT, Cube Comparison Test
- CRT, Card Rotation Test
- MPT, Map Planning Test
- MR, mental rotation
- MRT, Mental Rotation Test
- SO, Spatial Orientation
- SP, spatial planning
- SS, spatial scanning
- VSA, visuospatial ability
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12
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Navarro-Soria I, Álvarez-Teruel JD, Granados-Alós L, Lavigne-Cerván R. Early Detection of Academic Performance During Primary Education Using the Spanish Primary School Aptitude Test (AEI) Battery. Front Psychol 2021; 11:630803. [PMID: 33551939 PMCID: PMC7858253 DOI: 10.3389/fpsyg.2020.630803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Accepted: 12/21/2020] [Indexed: 11/17/2022] Open
Abstract
The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education (631 students) in the public schools of the province of Alicante (in the South-East of Spain) and a follow-up of their academic progress was carried out when they completed Primary Education (6 school years). The results obtained show that medium-high and high scores in Verbal Aptitude and Numerical Aptitude tests in Early Childhood Education (5 years of age), can predict academic success at the end of Primary Education (12 years of age) in instrumental subjects such as: (1) Language (Verbal Aptitude Odds Ratio = 1.39 and Numerical Aptitude Odds Ratio = 1.39) and (2) Mathematics (Verbal Aptitude Odds Ratio = 1.47 and Numerical Aptitude Odds Ratio = 1.52). We have determined the importance of developing pedagogical programs that stimulate the development of these skills during Early Childhood Education, while implementing support strategies during Primary Education, for those students who present underdeveloped aptitudes in these areas. In this way, school difficulties would be prevented in the instrumental subjects that provide access to other academic areas.
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Affiliation(s)
- Ignasi Navarro-Soria
- Department of Developmental and Educational Psychology, University of Alicante, Alicante, Spain
| | | | | | - Rocío Lavigne-Cerván
- Department of Developmental and Educational Psychology, University of Malaga, Málaga, Spain
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13
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Yang X, Yu X. The relationship between mental rotation and arithmetic: do number line estimation, working memory, or place-value concept matter? BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:793-810. [PMID: 33368175 DOI: 10.1111/bjep.12403] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Revised: 12/03/2020] [Indexed: 11/27/2022]
Abstract
Mental rotation is positively related to arithmetic ability; however, the mechanism underlying this relationship remains unclear. The possible roles of working memory, place-value concept, and number line estimation in the correlation between mental rotation and whole-number computation were investigated. One hundred and fifty-five first-grade students were tested to determine their mental rotation ability, arithmetic ability, and non-verbal intelligence. One year later, their working memory, place-value concept, number line estimation, and overall arithmetic ability were assessed. After controlling for age, gender, and prior arithmetic ability, we found that mental rotation uniquely predicted arithmetic ability after one year. Further mediation analyses demonstrated that number line estimation significantly mediated the relationship between mental rotation and arithmetic ability. In contrast, neither working memory nor place-value concept significantly mediated the relationship between mental rotation and arithmetic ability. This study highlights that mental number line estimation is the most important element explaining the influence of a dynamic spatial skill, that is, mental rotation, on arithmetic ability among young Chinese children.
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Affiliation(s)
- Xiujie Yang
- Faculty of Psychology, Beijing Normal University, China
| | - Xiao Yu
- School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, China
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Bower CA, Liben LS. Can a Domain‐General Spatial Intervention Facilitate Children’s Science Learning? A Lesson From Astronomy. Child Dev 2020; 92:76-100. [DOI: 10.1111/cdev.13439] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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15
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Yang W, Liu H, Chen N, Xu P, Lin X. Is Early Spatial Skills Training Effective? A Meta-Analysis. Front Psychol 2020; 11:1938. [PMID: 32982829 PMCID: PMC7485443 DOI: 10.3389/fpsyg.2020.01938] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Accepted: 07/13/2020] [Indexed: 12/22/2022] Open
Abstract
Spatial skills significantly predict educational and occupational achievements in science, technology, engineering, and mathematics (STEM). As early interventions for young children are usually more effective than interventions that come later in life, the present meta-analysis systematically included 20 spatial intervention studies (2009–2020) with children aged 0–8 years to provide an up-to-date account of the malleability of spatial skills in infancy and early childhood. Our results revealed that the average effect size (Hedges's g) for training relative to control was 0.96 (SE = 0.10) using random effects analysis. We analyzed the effects of several moderators, including the type of study design, sex, age, outcome category (i.e., type of spatial skills), research setting (e.g., lab vs. classroom), and type of training. Study design, sex, and outcome category were found to moderate the training effects. The results suggest that diverse training strategies or programs including hands-on exploration, visual prompts, and gestural spatial training significantly foster young children's spatial skills. Implications for research, policy, and practice are also discussed.
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Affiliation(s)
- Weipeng Yang
- S R Nathan School of Human Development, Singapore University of Social Sciences, Singapore, Singapore
| | - Haidan Liu
- Faculty of Education, East China Normal University, Shanghai, China.,School of Education, University of Michigan, Ann Arbor, MI, United States
| | - Nanxi Chen
- Faculty of Education, Beijing Normal University, Beijing, China
| | - Peng Xu
- Faculty of Education, Victoria University of Wellington, Wellington, New Zealand
| | - Xunyi Lin
- College of Education, Fujian Normal University, Fuzhou, China
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Jung S, Meinhardt A, Braeuning D, Roesch S, Cornu V, Pazouki T, Schiltz C, Lonnemann J, Moeller K. Hierarchical Development of Early Visual-Spatial Abilities - A Taxonomy Based Assessment Using the MaGrid App. Front Psychol 2020; 11:871. [PMID: 32508712 PMCID: PMC7251177 DOI: 10.3389/fpsyg.2020.00871] [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: 12/12/2019] [Accepted: 04/07/2020] [Indexed: 11/18/2022] Open
Abstract
Visual-spatial abilities (VSA) are considered a building block of early numerical development. They are intuitively acquired in early childhood and differentiate in further development. However, when children enter school, there already are considerable individual differences in children's visual-spatial and numerical abilities. To better understand this diversity, it is necessary to empirically evaluate the development as well as the latent structure of early VSA as proposed by the 2 by 2 taxonomy of Newcombe and Shipley (2015). In the present study, we report on a tablet-based assessment of VSA using the digital application (app) MaGrid in kindergarten children aged 4-6 years. We investigated whether the visual-spatial tasks implemented in MaGrid are sensitive to replicate previously observed age differences in VSA and thus a hierarchical development of VSA. Additionally, we evaluated whether the selected tasks conform to the taxonomy of VSA by Newcombe and Shipley (2015) applying a confirmatory factor analysis (CFA) approach. Our results indicated that the hierarchical development of VSA can be measured using MaGrid. Furthermore, the CFA substantiated the hypothesized factor structure of VSA in line with the dimensions proposed in the taxonomy of Newcombe and Shipley (2015). Taken together, the present results advance our knowledge to the (hierarchical) development as well as the latent structure of early VSA in kindergarten children.
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Affiliation(s)
- Stefanie Jung
- Leibniz-Institut für Wissensmedien, Tübingen, Germany
- Department of Psychology, Eberhard Karls University Tübingen, Tübingen, Germany
| | - Anna Meinhardt
- Leibniz-Institut für Wissensmedien, Tübingen, Germany
- DIPF Leibniz Institute for Research and Information in Education, Frankfurt, Germany
- Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany
| | - David Braeuning
- Leibniz-Institut für Wissensmedien, Tübingen, Germany
- LEAD Graduate School and Research Network, University of Tübingen, Tübingen, Germany
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | | | - Véronique Cornu
- Luxembourg Centre for Educational Testing (LUCET), University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Tahereh Pazouki
- Luxembourg Centre for Educational Testing (LUCET), University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Christine Schiltz
- Department of Behavioral and Cognitive Sciences (DBCS), University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Jan Lonnemann
- Empirical Childhood Research, University of Potsdam, Potsdam, Germany
| | - Korbinian Moeller
- Leibniz-Institut für Wissensmedien, Tübingen, Germany
- Department of Psychology, Eberhard Karls University Tübingen, Tübingen, Germany
- Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany
- LEAD Graduate School and Research Network, University of Tübingen, Tübingen, Germany
- Centre for Mathematical Cognition, School of Science, Loughborough University, Loughborough, United Kingdom
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Navarro Soria I, García Fernández JM, Inglés Saura CJ, Real Fernández M. Early detection of learning difficulties using the BADyG-E2r Battery during primary education. PSICOLOGIA-REFLEXAO E CRITICA 2020; 33:4. [PMID: 32382802 PMCID: PMC7205914 DOI: 10.1186/s41155-020-00143-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2019] [Accepted: 04/08/2020] [Indexed: 12/03/2022] Open
Abstract
The aim of the present study was to assess the predictive capacity of several of the most relevant cognitive skills in the academic field that were evaluated using Differential and General Skills Battery(BADyG-E2r). Particular attention was focused on the variables that need to be overcome regarding the curricular objectives related to pass/fail grading as evaluated by the teachers in the instrumental disciplines of Mathematics and Language. The psychometric battery was applied to the 3rd year students in primary education (a total of 512 students) at 4 public schools that were randomly selected in the province of Alicante (Spain). A follow-up of their academic evolution was under taken until the end of primary education. The obtained results show that high scores in Verbal Reasoning, Numerical Reasoning, and Verbal Syllogisms positively and significantly predict academic success at the end of primary education in the subjects of Language and Mathematics.
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Affiliation(s)
- Ignasi Navarro Soria
- Department of Developmental Psychology and Didactics, University of Alicante, Alicante, Spain.
| | | | | | - Marta Real Fernández
- Department of Health Psychology, Miguel Hernandez University of Elche, Elche, Spain
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18
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Fastame MC, Pilia A. Enhancing visuospatial skills in second graders: An exploratory follow‐up study. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Maria Chiara Fastame
- Department of Pedagogy, Psychology, PhilosophyUniversity of Cagliari Cagliari Italy
| | - Annalisa Pilia
- Department of Pedagogy, Psychology, PhilosophyUniversity of Cagliari Cagliari Italy
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Does training mental rotation transfer to gains in mathematical competence? Assessment of an at-home visuospatial intervention. PSYCHOLOGICAL RESEARCH 2019; 84:2000-2017. [DOI: 10.1007/s00426-019-01202-5] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2018] [Accepted: 05/17/2019] [Indexed: 10/26/2022]
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Xu C. Ordinal skills influence the transition in number line strategies for children in Grades 1 and 2. J Exp Child Psychol 2019; 185:109-127. [PMID: 31132671 DOI: 10.1016/j.jecp.2019.04.020] [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: 07/18/2018] [Revised: 02/09/2019] [Accepted: 04/29/2019] [Indexed: 11/29/2022]
Abstract
How do children place numbers on a line where only the endpoints are marked? Previous researchers have shown that the differential estimation patterns on the number line task reflect different strategies used by children. What factors influence their transition from less efficient to more efficient strategies? Children in Grade 1 (n = 66) and Grade 2 (n = 80) completed a 0-100 number line task at two time points of the school year. Their ordinal skills (i.e., number ordering) and spatial skills (i.e., mental rotation) were also measured. A latent transition analysis revealed two types of profiles. Children showing a variable profile were more accurate at estimating the numbers that are close to the endpoints and the middle of the line than other numbers, and their performance did not fit any of the linear, exponential, or logarithmic functions. In contrast, children showing a uniform profile were accurate across all target numbers (i.e., linear performance). Children's verbal strategy reports provided support for the latent profile classification; children showing a uniform profile were more likely to use relational strategies, suggesting they were considering the number line as a whole, whereas children showing a variable profile were more likely to count from one of the three common reference points (i.e., endpoints or the imagined midpoint). Transition between the variable and uniform profiles was predicted by children's ordinal skills, suggesting that children need to understand the ordinal associations among numbers to refine their solution strategies on the number line task.
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Affiliation(s)
- Chang Xu
- Department of Psychology, Carleton University, Ottawa, Ontario K1S 5B6, Canada.
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Cornu V, Schiltz C, Martin R, Hornung C. Visuo-spatial abilities are key for young children’s verbal number skills. J Exp Child Psychol 2018; 166:604-620. [DOI: 10.1016/j.jecp.2017.09.006] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2017] [Revised: 07/27/2017] [Accepted: 09/01/2017] [Indexed: 10/18/2022]
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