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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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Dionne E, Majnemer A, Beauchamp MH, Brossard-Racine M. Factors associated with mathematical capacity in children with Developmental Coordination Disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 147:104710. [PMID: 38428365 DOI: 10.1016/j.ridd.2024.104710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Revised: 01/15/2024] [Accepted: 02/21/2024] [Indexed: 03/03/2024]
Abstract
BACKGROUND Developmental Coordination Disorder (DCD) is a condition characterized by difficulties in motor planning and coordination and affects 5 to 6% of all school-aged children. Children with DCD frequently present with difficulties with academic activities such as handwriting. However, no study to date has comprehensively described mathematical capacity and its potential associated factors in this high-risk group. AIMS We aimed to describe the frequency and nature of mathematical difficulties of school-aged children with DCD and to evaluate potential factors associated with mathematical performance. METHODS A total of 55 elementary school-aged children with DCD underwent comprehensive standardized assessments of mathematical, visuoperceptual (VP), attentional, visual-motor integration (VMI), and motor skills. The contribution of each factor to mathematical capacity was established using hierarchical multivariate linear regression models. RESULTS Children with DCD (9.1 ± 1.5 years, 44 males) had lower overall mathematical capacity compared to normative data (-0.59 SD) on the KeyMath 3rd edition, with poorer performance in basic concepts and problem-solving. Thirty-eight percent of the sample performed below the 15th percentile in overall mathematical skills. VP skills were the most important factors associated with most mathematical domains. Thirty-four percent of the variance of overall mathematical capacity was explained by VP skills, inattention, VMI and motor impairments while controlling for household income (F [5,49]=5.029, p < .0001). CONCLUSION Children with DCD present with mathematical difficulties in basic concepts and problem-solving, which are partially explained by VP skills. Our findings stress the important of systematically assessing mathematical difficulties children with DCD to ensure they receive the necessary support that leads to academic success.
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Affiliation(s)
- Eliane Dionne
- Advances in Brain and Child Development Research Laboratory, Research Institute of the McGill University Health Centre, Canada; School of Physical and Occupational Therapy, McGill University, Canada
| | - Annette Majnemer
- School of Physical and Occupational Therapy, McGill University, Canada; Department of Pediatrics, McGill University, Canada; Department of Neurology and Neurosurgery, McGill University, Canada
| | - Miriam H Beauchamp
- Department of Psychology, University of Montreal, Canada; Sainte-Justine Hospital Research Center, Canada
| | - Marie Brossard-Racine
- Advances in Brain and Child Development Research Laboratory, Research Institute of the McGill University Health Centre, Canada; School of Physical and Occupational Therapy, McGill University, Canada; Department of Pediatrics, McGill University, Canada; Department of Neurology and Neurosurgery, McGill University, Canada.
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3
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Desme CJ, Dick AS, Hayes TB, Pruden SM. Individual differences in emerging adults' spatial abilities: What role do affective factors play? Cogn Res Princ Implic 2024; 9:13. [PMID: 38499841 PMCID: PMC10948719 DOI: 10.1186/s41235-024-00538-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Accepted: 02/13/2024] [Indexed: 03/20/2024] Open
Abstract
Spatial ability is defined as a cognitive or intellectual skill used to represent, transform, generate, and recall information of an object or the environment. Individual differences across spatial tasks have been strongly linked to science, technology, engineering, and mathematics (STEM) interest and success. Several variables have been proposed to explain individual differences in spatial ability, including affective factors such as one's confidence and anxiety. However, research is lacking on whether affective variables such as confidence and anxiety relate to individual differences in both a mental rotation task (MRT) and a perspective-taking and spatial orientation task (PTSOT). Using a sample of 100 college students completing introductory STEM courses, the present study investigated the effects of self-reported spatial confidence, spatial anxiety, and general anxiety on MRT and PTSOT. Spatial confidence, after controlling for effects of general anxiety and biological sex, was significantly related to performance on both the MRT and PTSOT. Spatial anxiety, after controlling for effects of general anxiety and biological sex, was not related to either PTSOT or MRT scores. Together these findings suggest some affective factors, but not others, contribute to spatial ability performance to a degree that merits advanced investigation in future studies.
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Affiliation(s)
- Carlos J Desme
- Department of Psychology, Florida International University, 11200 SW 8th Street, Miami, FL, 33199, USA.
| | - Anthony S Dick
- Department of Psychology, Florida International University, 11200 SW 8th Street, Miami, FL, 33199, USA
| | - Timothy B Hayes
- Department of Psychology, Florida International University, 11200 SW 8th Street, Miami, FL, 33199, USA
| | - Shannon M Pruden
- Department of Psychology, Florida International University, 11200 SW 8th Street, Miami, FL, 33199, USA
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4
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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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5
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Morawietz C, Dumalski N, Wissmann AM, Wecking J, Muehlbauer T. Consistency of spatial ability performance in children, adolescents, and young adults. Front Psychol 2024; 15:1365941. [PMID: 38487665 PMCID: PMC10938598 DOI: 10.3389/fpsyg.2024.1365941] [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: 01/05/2024] [Accepted: 02/19/2024] [Indexed: 03/17/2024] Open
Abstract
Background Spatial abilities are essential cognitive skills for many aspects of our everyday life that develop substantially throughout childhood and adolescence. While there are numerous measurement tools to evaluate these abilities, many of them have been designed for specific age groups hampering comparability throughout development. Thus, we determined test-retest-reliability and minimal detectable change for a set of tests that evaluate spatial ability performance in their variety in youth and compared them to young adults. Methods Children (age: 11.4 ± 0.5 years, n = 26), adolescents (age: 12.5 ± 0.7 years, n = 22), and young adults (age: 26.1 ± 4.0 years, n = 26) performed a set of five spatial ability tests twice, 20 min apart: Paper Folding Test (PFT), Mental Rotation Test (MRT), Water Level Task (WLT), Corsi Block Test (CBT), and Numbered Cones Run (NCR). Relative and absolute test-retest reliability was determined by calculating the intraclass correlation coefficient (ICC3,1) and the standard error of measurement (SEM), respectively. Further, the minimal detectable change (MDC95%) was calculated to identify clinically relevant changes between repeated measurements. Results Irrespective of test, reliability was "excellent" (i.e., ICC3,1 ≥ 0.75) in all age cohorts and the SEM values were rather small. The MDC95% values needed to identify relevant changes in repeated measurements of spatial ability performance ranged between 0.8 and 13.9% in children, 1.1 and 24.5% in adolescents, and 0.7 and 20.8% in young adults. Conclusion The determined values indicate that the investigated set of tests is reliable to detect spatial ability performance in healthy children, adolescents, and young adults.
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Affiliation(s)
- Christina Morawietz
- Division of Movement and Training Sciences/Biomechanics of Sport, University of Duisburg-Essen, Essen, Germany
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6
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Hussain M, Davis NJ, Benn Y. A single tDCS session can enhance numerical competence. Neuropsychologia 2024; 193:108760. [PMID: 38103681 DOI: 10.1016/j.neuropsychologia.2023.108760] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Revised: 12/05/2023] [Accepted: 12/11/2023] [Indexed: 12/19/2023]
Abstract
While numerical skills are increasingly important in modern life, few interventions have been developed to support those with numeracy skills difficulties. Previous studies have demonstrated that applying transcranial Direct Current Stimulation (tDCS) can improve numerical skills. However, tDCS interventions designed to induce lasting changes typically involve reapplying brain-stimulation over several days. Repeated tDCS application can increase the risks associated with the procedure, as well as restricts the transferability of the method to a wider population, particularly those who may experience mobility issues, such as stroke survivors with acalculia. The current study investigated whether a single session of tDCS (anodal to right parietal lobe and cathodal to left parietal lobe), followed by four self-practice sessions without tDCS, could result in enhancement of numerical skills. Nineteen healthy adults (n = 10 tDCS, n = 9 sham control) implicitly learnt the magnitude association of nine arbitrary symbols, previously used by Cohen Kadosh et al. (2010). Numerical proficiency was assessed using number-to-space task, while automaticity was assessed with numerical Stroop. Results revealed that single-session tDCS had a significant effect on participants' accuracy on the number-to-space tasks, but not on the numerical Stroop task's congruity effect, implying automaticity may require longer practice. We conclude that a single session of tDCS should be considered as an avenue for interventions.
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Affiliation(s)
- Maryam Hussain
- School of Health Sciences, University of Manchester, Manchester, M13 9PL, United Kingdom; Department of Psychology, Manchester Metropolitan University, Manchester, M15 6GX, United Kingdom
| | - Nick J Davis
- Department of Psychology, Manchester Metropolitan University, Manchester, M15 6GX, United Kingdom
| | - Yael Benn
- Department of Psychology, Manchester Metropolitan University, Manchester, M15 6GX, United Kingdom.
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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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8
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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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9
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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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10
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Gilmore C. Understanding the complexities of mathematical cognition: A multi-level framework. Q J Exp Psychol (Hove) 2023; 76:1953-1972. [PMID: 37129432 PMCID: PMC10466984 DOI: 10.1177/17470218231175325] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 01/16/2023] [Accepted: 01/17/2023] [Indexed: 05/03/2023]
Abstract
Mathematics skills are associated with future employment, well-being, and quality of life. However, many adults and children fail to learn the mathematics skills they require. To improve this situation, we need to have a better understanding of the processes of learning and performing mathematics. Over the past two decades, there has been a substantial growth in psychological research focusing on mathematics. However, to make further progress, we need to pay greater attention to the nature of, and multiple elements involved in, mathematical cognition. Mathematics is not a single construct; rather, overall mathematics achievement is comprised of proficiency with specific components of mathematics (e.g., number fact knowledge, algebraic thinking), which in turn recruit basic mathematical processes (e.g., magnitude comparison, pattern recognition). General cognitive skills and different learning experiences influence the development of each component of mathematics as well as the links between them. Here, I propose and provide evidence for a framework that structures how these components of mathematics fit together. This framework allows us to make sense of the proliferation of empirical findings concerning influences on mathematical cognition and can guide the questions we ask, identifying where we are missing both research evidence and models of specific mechanisms.
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Affiliation(s)
- Camilla Gilmore
- Centre for Mathematical Cognition, Loughborough University, Loughborough, UK
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11
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McDougal E, Silverstein P, Treleaven O, Jerrom L, Gilligan-Lee KA, Gilmore C, Farran EK. Associations and indirect effects between LEGO® construction and mathematics performance. Child Dev 2023; 94:1381-1397. [PMID: 37186278 DOI: 10.1111/cdev.13933] [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: 06/22/2022] [Revised: 11/22/2022] [Accepted: 03/01/2023] [Indexed: 05/17/2023]
Abstract
There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children aged 7-9 years (N = 358, 189 female, ethnicity not recorded) completed spatial and mathematics tasks, and either a concrete or digital Lego construction task. Mediation analyses examining direct and indirect pathways (through spatial skills) between Lego construction ability and mathematics explained 8.4% to 26.6% of variance in mathematics scores. Exploratory moderated mediation analyses revealed that only the indirect path through mental rotation differed between Lego conditions. Findings are discussed in relation to theories of spatial-numerical associations and the potential of Lego training for mathematics improvement.
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Affiliation(s)
| | - Priya Silverstein
- Institute for Globally Distributed Open Research and Education, Preston, UK
| | | | | | - Katie A Gilligan-Lee
- University of Surrey, Guildford, UK
- Department of Psychological Sciences, Centre for Educational Neuroscience, Birkbeck University of London, London, UK
- School of Psychology, University College Dublin, Dublin, Ireland
| | | | - Emily K Farran
- University of Surrey, Guildford, UK
- Institute for Globally Distributed Open Research and Education, Preston, UK
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12
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Beckner AG, Katz M, Tompkins DN, Voss AT, Winebrake D, LoBue V, Oakes LM, Casasola M. A Novel Approach to Assessing Infant and Child Mental Rotation. J Intell 2023; 11:168. [PMID: 37623551 PMCID: PMC10455586 DOI: 10.3390/jintelligence11080168] [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: 04/10/2023] [Revised: 07/14/2023] [Accepted: 08/02/2023] [Indexed: 08/26/2023] Open
Abstract
Mental rotation is a critically important, early developing spatial skill that is related to other spatial cognitive abilities. Understanding the early development of this skill, however, requires a developmentally appropriate assessment that can be used with infants, toddlers, and young children. We present here a new eye-tracking task that uses a staircase procedure to assess mental rotation in 12-, 24-, and 36-month-old children (N = 41). To ensure that all children understood the task, the session began with training and practice, in which the children learned to fixate which of two houses a giraffe, facing either left or right, would approach. The adaptive two-up, one-down staircase procedure assessed the children's ability to fixate the correct house when the giraffe was rotated in 30° (up) or 15° (down) increments. The procedure was successful, with most children showing evidence of mental rotation. In addition, the children were less likely to succeed as the angle of rotation increased, and the older children succeeded at higher angles of rotation than the younger children, replicating previous findings with other procedures. The present study contributes a new paradigm that can assess the development of mental rotation in young children and holds promise for yielding insights into individual differences in mental rotation.
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Affiliation(s)
- Aaron G. Beckner
- College of Human Ecology, Cornell University, Ithaca, NY 14853, USA
| | - Mary Katz
- College of Human Ecology, Cornell University, Ithaca, NY 14853, USA
| | | | - Annika T. Voss
- Department of Psychology and Center for Mind and Brain, University of California, Davis, CA 95618, USA
| | - Deaven Winebrake
- College of Human Ecology, Cornell University, Ithaca, NY 14853, USA
| | - Vanessa LoBue
- Department of Psychology, Rutgers University, Newark, NJ 08854, USA
| | - Lisa M. Oakes
- Department of Psychology and Center for Mind and Brain, University of California, Davis, CA 95618, USA
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13
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Frick A, Pichelmann S. Measuring Spatial Abilities in Children: A Comparison of Mental-Rotation and Perspective-Taking Tasks. J Intell 2023; 11:165. [PMID: 37623548 PMCID: PMC10455310 DOI: 10.3390/jintelligence11080165] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Revised: 08/03/2023] [Accepted: 08/07/2023] [Indexed: 08/26/2023] Open
Abstract
Mental rotation (MR) and perspective taking (PT) are important spatial abilities and predictive of performance in other cognitive domains. Yet, age-appropriate measures to assess these spatial abilities in children are still rare. This study examined psychometric properties of four MR tasks in 6- to 9-year-olds (N = 96). Two were developed specifically for children and two were based on established assessments for adults; one of each was a computerized and one was a paper-pencil task. Furthermore, spatial perspective taking (PT)-a different but closely related ability-was assessed to determine discriminant validity. Factor analyses showed that all MR tasks loaded on one single factor, with PT only loading weakly on the same factor, suggesting high construct validity. The computerized task for adults showed moderate factor loadings, constituted its own (but correlated) factor when a two-factor solution was forced, and showed the lowest reliabilities, suggesting that it was very difficult for children. On average, the new MR tasks had good to excellent reliabilities, differentiated well between age groups, and proved to be well-suited to assess MR in this age range. The PT task also showed good reliability and a steep developmental progression. Relations to verbal skills, gaming experience, and TV consumption are discussed.
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Affiliation(s)
- Andrea Frick
- Department of Psychology, University of Fribourg, 1700 Fribourg, Switzerland;
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Shi Q, Wind SA, Lakin JM. Exploring the Influence of Item Characteristics in a Spatial Reasoning Task. J Intell 2023; 11:152. [PMID: 37623535 PMCID: PMC10456020 DOI: 10.3390/jintelligence11080152] [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: 04/08/2023] [Revised: 07/16/2023] [Accepted: 07/24/2023] [Indexed: 08/26/2023] Open
Abstract
Well-designed spatial assessments can incorporate multiple sources of complexity that reflect important aspects of spatial reasoning. When these aspects are systematically included in spatial reasoning items, researchers can use psychometric models to examine the impact of each aspect on item difficulty. These methods can then help the researchers to understand the nature and development of spatial reasoning and can also inform the development of new items to better reflect the construct. This study investigated sources of item difficulty for object assembly (OA), a format for the assessment of spatial reasoning, by specifying nine item characteristics that were predicted to contribute to item difficulty. We used data from two focal samples including high-ability students in grades 3 to 7 and undergraduate students who responded to 15 newly developed OA items. Results from the linear logistic test model (LLTM) indicated that eight of the nine identified item characteristics significantly contributed to item difficulty. This suggests that an LLTM approach is useful in examining the contributions of various aspects of spatial reasoning to item difficulty and informing item development for spatial reasoning assessments.
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Affiliation(s)
- Qingzhou Shi
- Department of Educational Studies in Psychology, Research Methodology, and Counseling, College of Education, University of Alabama, Tuscaloosa, AL 35487, USA; (S.A.W.); (J.M.L.)
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Wotherspoon J, Whittingham K, Sheffield J, Boyd RN. Cognition and learning difficulties in a representative sample of school-aged children with cerebral palsy. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 138:104504. [PMID: 37099882 DOI: 10.1016/j.ridd.2023.104504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2022] [Revised: 02/01/2023] [Accepted: 04/03/2023] [Indexed: 06/05/2023]
Abstract
BACKGROUND Nearly half of all children with CP experience intellectual impairment, with impacts on academic achievement. AIMS To assess cognitive and academic functioning for primary-school aged children with CP METHODS AND PROCEDURES: This population-based cohort study assessed 93 participants (male n = 62; mean = 9 years 9 months, SD 1 y 1.8 months) on measures of fluid and crystallised intelligence (Raven's Coloured Progressive Matrices, Peabody Picture Vocabulary Test) and academic achievement (Wechsler Individual Achievement Test). Analyses included t-tests, Pearson's chi-square and regression. OUTCOMES AND RESULTS 41 (44.1%) children met criteria consistent with intellectual developmental disorder. Academic skills were significantly below population means on word reading (M= 85.4, SD = 19.3), t(66) = -6.2, p < .001; spelling (M=83.3, SD=19.7) t(65) = -6.87, p < .001; and numerical operations (M=72.9, SD=21.7) Z = 66.0, p < .001. Cognitive ability was associated with GMFCS level (χ² (1, N = 93) = 16.15, p < .001) and diagnosis of epilepsy (χ² (2, N = 93) = 11.51 p = .003). Crystallised and fluid intelligence together accounted for 65% of the variance in word reading, 56% in spelling and 52% in numerical operations. IMPLICATIONS Many children with CP experience academic challenges. Screening is recommended for all children with CP and full psychoeducational assessment undertaken when children with CP experience academic difficulties.
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Affiliation(s)
- J Wotherspoon
- Queensland Cerebral Palsy & Rehabilitation Research Centre, Centre for Children's Health Research, The Faculty of Medicine, The University of Queensland, Brisbane, Australia.
| | - K Whittingham
- Queensland Cerebral Palsy & Rehabilitation Research Centre, Centre for Children's Health Research, The Faculty of Medicine, The University of Queensland, Brisbane, Australia
| | - J Sheffield
- School of Psychology, The University of Queensland, Brisbane, Australia
| | - R N Boyd
- Queensland Cerebral Palsy & Rehabilitation Research Centre, Centre for Children's Health Research, The Faculty of Medicine, The University of Queensland, Brisbane, Australia
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Lowrie T, Logan T. Spatial Visualization Supports Students' Math: Mechanisms for Spatial Transfer. J Intell 2023; 11:127. [PMID: 37367529 DOI: 10.3390/jintelligence11060127] [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: 04/12/2023] [Revised: 06/12/2023] [Accepted: 06/13/2023] [Indexed: 06/28/2023] Open
Abstract
The present study conducted a randomized control trial to assess the efficacy of two spatial intervention programs aimed to improve Grade 4 (N = 287) students' spatial visualization skills and math performance. The first treatment (N = 98) focused on isolated spatial training that included 40 min of digital spatial training across fourteen weeks. The second treatment (N = 92) embedded spatial visualization skill development into math lessons, along with the digital spatial training that provided practice of the newly acquired skills. A business-as-usual group acted as a control (N = 97). Engagement with the embedded intervention program (i.e., both lessons and digital training) showed large additive effects, highlighting the role of spatial reasoning tools to support the transfer of spatial reasoning to math. The isolated intervention program with the digital spatial training had a transfer effect on math, compared to a business-as-usual control, while spatial reasoning improvements for this group were mixed. The spatial skills targeted in the digital training had a mediation effect on math performance, despite not increasing in the pre-post-test design. The effects of the digital training cohort were moderated by initial spatial skill, with students with lower spatial reasoning making the least gains in math.
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Affiliation(s)
- Tom Lowrie
- STEM Education Research Centre, University of Canberra, Canberra 2617, Australia
| | - Tracy Logan
- STEM Education Research Centre, University of Canberra, Canberra 2617, Australia
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Beckner AG, Voss AT, Phillips L, King K, Casasola M, Oakes LM. An investigation of mental rotation in infancy using change detection. Infant Behav Dev 2023; 71:101834. [PMID: 37080014 DOI: 10.1016/j.infbeh.2023.101834] [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: 01/21/2023] [Revised: 03/13/2023] [Accepted: 03/14/2023] [Indexed: 04/22/2023]
Abstract
Two experiments were conducted to examine mental rotation in 6- to 12-month-old infants (N = 166) using a change detection task. These experiments were replications of Lauer and Lourenco (Lauer et al., 2015; Lauer & Lourenco, 2016), using identical stimuli and variations of their procedure, including an exact replication conducted in a laboratory setting (Experiment 1), and an online assessment using Lookit (Scott et al.,2017; Scott & Schulz, 2017) (Experiment 2). Both experiments failed to replicate the results of the original study; in neither experiment did infants' behavior provide evidence that they mentally rotated the object. Results are discussed in terms of the robustness of mental rotation in infancy and about limits in our experimental procedures for uncovering perceptual and cognitive abilities in infants.
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Affiliation(s)
| | - Annika T Voss
- Center for Mind and Brain, University of California, Davis, USA
| | | | - Kathryn King
- Department of Psychology, University of California, Davis, USA
| | | | - Lisa M Oakes
- Department of Psychology, University of California, Davis, USA; Center for Mind and Brain, University of California, Davis, USA
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Kasano JPM, Crespo HFG, Arias RAR, Alamo I. Genitourinary syndrome in menopause: Impact of vaginal symptoms. Turk J Obstet Gynecol 2023; 20:38-45. [PMID: 36908063 PMCID: PMC10013085 DOI: 10.4274/tjod.galenos.2023.50449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/12/2023] Open
Abstract
Objective To describe the impact of genitourinary syndrome symptoms on daily activities and well-being in peri- and postmenopausal women living in an urban area. Materials and Methods Observational, prospective, and cross-sectional research in a population of peri- and postmenopausal women living in the Lima region. A non-probabilistic sample was used. The instrument used is "The Day-to-Day Impact of Vaginal Aging" questionnaire. It consists of four domains and its internal reliability is between 0.82 and 0.93. The questions were answered using a Likert scale. High values indicate a more severe impact. Statistical procedures were performed using SPSS version 26. Results One thousand seventy women participated; the mean age was 54±7.5 years. The results about the activities of daily living showed that 35% of women reported regular vaginal symptoms and 14.7% major symptoms. In the emotional well-being domain, 90% had minor symptoms. In the sexual function domain, 57.6% reported minor vaginal symptoms, and in the self-concept and body image domain, 60.9% reported minor symptoms and 20.7% major symptoms. According to the global score, 60.9% reported minor discomfort, 36.3% regular discomfort, and 2.8% major discomfort. The sexually active women declared an impact of severity in terms of their daily activities and sexual function (p<0.05). Conclusion There is a relationship between activities of daily living, sexual function, and women with sexual activity, causing a negative impact on social life and quality of life.
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Affiliation(s)
- Juan Pedro Matzumura Kasano
- Department of Obstetrician and Gynecologist, Faculty of Medicine of the Universidad Nacional Mayor de San Marcos, Lima, Peru
| | - Hugo F Gutiérrez Crespo
- Department of Obstetrician and Gynecologist, Faculty of Medicine of the Universidad Nacional Mayor de San Marcos, Lima, Peru
| | | | - Isabel Alamo
- Department of Health Services Management, Faculty of Medicine of the Universidad Ricardo Palma, Santiago de Surco, Peru
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Ng R, Bjornsson HT, Fahrner JA, Harris J. Unique profile of academic learning difficulties in Wiedemann-Steiner syndrome. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2023; 67:101-111. [PMID: 36437529 PMCID: PMC9839653 DOI: 10.1111/jir.12993] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 09/06/2022] [Accepted: 11/07/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Wiedemann-Steiner syndrome (WSS) is a rare genetic disorder caused by heterozygous variants in KMT2A. To date, the cognitive profile associated with WSS remains largely unknown, although emergent case series implicate increased risk of non-verbal reasoning and visual processing deficits. This study examines the academic and learning concerns associated with WSS based on a parent-report screening measure. PARTICIPANTS AND METHODS A total of 25 parents of children/adults with a molecularly-confirmed diagnosis of WSS (mean age = 12.85 years, SD = 7.82) completed the Colorado Learning Difficulties Questionnaire (CLDQ), a parent-screening measure of learning and academic difficulties. Parent ratings were compared to those from a normative community sample to determine focal areas in Math, Reading and Spatial skills that may be weaker within this clinical population. RESULTS On average, parent ratings on the Math (mean Z = -3.08, SD = 0.87) and Spatial scales (mean Z = -2.52, SD = 0.85) were significantly more elevated than that of Reading (mean Z = -1.31, SD = 1.46) (Wilcoxon sign rank test Z < -3.83, P < 0.001), reflecting relatively more challenges observed in these areas. Distribution of parent ratings in Math items largely reflect a positively skewed distribution with most endorsing over three standard deviations below a community sample. In contrast, distributions of parent ratings in Reading and Spatial domains were more symmetric but flat. Ratings for Reading items yielded much larger variance than the other two domains, reflecting a wider range of performance variability. CONCLUSIONS Parent ratings on the CLDQ suggest more difficulties with Math and Spatial skills among those with WSS within group and relative to a community sample. Study results are consistent with recent case reports on the neuropsychological profile associated with WSS and with Kabuki syndrome, which is caused by variants in the related gene KMT2D. Findings lend support for overlapping cognitive patterns across syndromes, implicating potential common disease pathogenesis.
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Affiliation(s)
- Rowena Ng
- Kennedy Krieger Institute
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine
| | - Hans Tomas Bjornsson
- Department of Genetic Medicine, Johns Hopkins University School of Medicine
- Department of Pediatrics, Johns Hopkins University School of Medicine
- Faculty of Medicine, University of Iceland, Reykjavik
- Landspitali University Hospital
| | - Jill A. Fahrner
- Department of Genetic Medicine, Johns Hopkins University School of Medicine
- Department of Pediatrics, Johns Hopkins University School of Medicine
| | - Jacqueline Harris
- Kennedy Krieger Institute
- Department of Genetic Medicine, Johns Hopkins University School of Medicine
- Department of Pediatrics, Johns Hopkins University School of Medicine
- Department of Neurology, Johns Hopkins University School of Medicine
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Resque DPDS, de Moura Lobato AM, da Silva CG, da Cruz Filho DA, da Fonseca SSS, de Oliveira Matos F, Pereira A. The inhibition of mirror generalization of letters in school-aged children. Front Psychol 2023; 14:996012. [PMID: 36844274 PMCID: PMC9945873 DOI: 10.3389/fpsyg.2023.996012] [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: 07/16/2022] [Accepted: 01/09/2023] [Indexed: 01/27/2023] Open
Abstract
Gender differences in spatial abilities favor males in both childhood and adulthood. During early development, this discrepancy can be attributed, among other things, to the influence of an early testosterone surge in boys, societal stereotypes, and expectations about gender. In the present work, we created a spatial task (including letter rotation and letter mirroring) which used letters as stimuli and evaluated the performance of school-aged children (6-10 years old). During this age period, children are being taught literacy skills which rely on the reorganization of cortical networks and the breakdown of mirror generalization. We divided our sample (N = 142, 73 females) into two age groups: 1st-2nd (literacy acquisition; N = 70, 33 females) and 3rd-5th (literacy consolidation; N = 72, 40 females) graders. While boys performed significantly better in letter rotation in the older group, girls' performance remained substandard in both groups. This pattern is reversed for the mirror task, with older girls outperforming their younger counterparts and boys having similar performance in the two groups. Since the age period of our sample is not associated with large variations in the levels of reproductive steroids, we propose that the similarity of performance between younger and older girls in mental rotation of letters could be associated with society's traditional attitudes and expectations on the relationship between visual-spatial skills and gender. As for the mirror task, while only girls had a significant difference between the two age groups, boys did show an improvement, as expected for the inhibition of mirror generalization for letters during reading acquisition.
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Affiliation(s)
- Deusa Priscila da Silva Resque
- Graduate Program in Neuroscience and Cell Biology, Institute of Biological Sciences, Federal University of Pará (UFPA), Belém, Brazil,Laboratory of Signal Processing, Department of Electrical and Biomedical Engineering, Institute of Technology, Federal University of Pará (UFPA), Belém, PA, Brazil
| | - Adriany Maria de Moura Lobato
- Laboratory of Signal Processing, Department of Electrical and Biomedical Engineering, Institute of Technology, Federal University of Pará (UFPA), Belém, PA, Brazil
| | - Carolina Gomes da Silva
- Laboratory of Signal Processing, Department of Electrical and Biomedical Engineering, Institute of Technology, Federal University of Pará (UFPA), Belém, PA, Brazil
| | - Daniel Alves da Cruz Filho
- Laboratory of Signal Processing, Department of Electrical and Biomedical Engineering, Institute of Technology, Federal University of Pará (UFPA), Belém, PA, Brazil
| | - Susanne Suely Santos da Fonseca
- Graduate Program in Neuroscience and Cell Biology, Institute of Biological Sciences, Federal University of Pará (UFPA), Belém, Brazil,Laboratory of Signal Processing, Department of Electrical and Biomedical Engineering, Institute of Technology, Federal University of Pará (UFPA), Belém, PA, Brazil
| | | | - Antonio Pereira
- Graduate Program in Neuroscience and Cell Biology, Institute of Biological Sciences, Federal University of Pará (UFPA), Belém, Brazil,Laboratory of Signal Processing, Department of Electrical and Biomedical Engineering, Institute of Technology, Federal University of Pará (UFPA), Belém, PA, Brazil,*Correspondence: Antonio Pereira,
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Li L, Zhang H, Qi Y, Lei X, Yu X, Liu H. More than visual-spatial skills: The important role of phonological awareness in mathematical abilities among Chinese primary school children. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04151-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
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Eason SH, Scalise NR, Berkowitz T, Ramani GB, Levine SC. Widening the lens of family math engagement: A conceptual framework and systematic review. DEVELOPMENTAL REVIEW 2022. [DOI: 10.1016/j.dr.2022.101046] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Spatial processing rather than logical reasoning was found to be critical for mathematical problem-solving. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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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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Eason SH, Hurst MA, Kerr K, Claessens A, Levine SC. Enhancing parent and child shape talk during puzzle play. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Yu X, Liu K, Wang Y, Yang X, Yang J. Differential contributions of phonological processing and visual-spatial abilities to four basic arithmetic operations in primary school children. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03688-6] [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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Silver AM, Libertus ME. Environmental influences on mathematics performance in early childhood. NATURE REVIEWS PSYCHOLOGY 2022; 1:407-418. [PMID: 36330081 PMCID: PMC9624502 DOI: 10.1038/s44159-022-00061-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/15/2022] [Indexed: 06/16/2023]
Abstract
Math skills relate to lifelong career, health, and financial outcomes. Individuals' own cognitive abilities predict math performance and there is growing recognition that environmental influences including differences in culture and variability in math engagement also impact math skills. In this Review, we summarize evidence indicating that differences between languages, exposure to math-focused language, socioeconomic status, attitudes and beliefs about math, and engagement with math activities influence young children's math performance. These influences play out at the community and individual level. However, research on the role of these environmental influences for foundational number skills, including understanding of number words, is limited. Future research is needed to understand individual differences in the development of early emerging math skills such as number word skills, examining to what extent different types of environmental input are necessary and how children's cognitive abilities shape the impact of environmental input.
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Affiliation(s)
- Alex M. Silver
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
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Gentile M, Lieto A. The role of mental rotation in TetrisTM gameplay: An ACT-R computational cognitive model. COGN SYST RES 2022. [DOI: 10.1016/j.cogsys.2021.12.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Ouyang X, Zhang X, Zhang Q. Spatial skills and number skills in preschool children: The moderating role of spatial anxiety. Cognition 2022; 225:105165. [PMID: 35596969 DOI: 10.1016/j.cognition.2022.105165] [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: 11/01/2021] [Revised: 04/12/2022] [Accepted: 05/09/2022] [Indexed: 11/28/2022]
Abstract
Spatial ability is a strong and stable predictor of mathematical performance. However, of the three key components of spatial ability, spatial perception and spatial visualization have received less attention than mental rotation in relation to specific mathematical competencies of young children. Even less is known about the role of spatial anxiety in this relationship. This study examined the longitudinal relations of spatial perception and spatial visualization to three number skills (i.e., number line estimation, subitizing, and word problem-solving) among 190 preschool children, and whether these relations varied as a function of spatial anxiety. The results showed that children's spatial perception and spatial visualization skills, measured in the third preschool year (Time 1 [T1]), were positively associated with their word problem-solving six months later (Time 2 [T2]). Children's T1 spatial perception was also positively associated with their T2 subitizing and number line skills. In addition, T1 spatial anxiety moderated the relation between T1 spatial perception and T2 subitizing: the relation between the two was stronger for children with low levels of spatial anxiety than it was for those with moderate or high levels. The findings offer valuable insights into how spatial cognition and affect jointly relate to children's early number skills.
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Affiliation(s)
- Xiangzi Ouyang
- Faculty of Education, The University of Hong Kong, Hong Kong, China
| | - Xiao Zhang
- Faculty of Education, The University of Hong Kong, Hong Kong, China.
| | - Qiusi Zhang
- English Department, Purdue University, West Lafayette, Indiana, USA
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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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Daker RJ, Delage V, Maloney EA, Lyons IM. Testing the specificity of links between anxiety and performance within mathematics and spatial reasoning. Ann N Y Acad Sci 2022; 1512:174-191. [DOI: 10.1111/nyas.14761] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Accepted: 02/06/2022] [Indexed: 12/27/2022]
Affiliation(s)
| | - Véronic Delage
- School of Psychology University of Ottawa Ottawa Ontario Canada
| | - Erin A. Maloney
- School of Psychology University of Ottawa Ottawa Ontario Canada
| | - Ian M. Lyons
- Department of Psychology Georgetown University Washington DC
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32
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From Hemispheric Asymmetry through Sensorimotor Experiences to Cognitive Outcomes in Children with Cerebral Palsy. Symmetry (Basel) 2022. [DOI: 10.3390/sym14020345] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Recent neuroimaging studies allowed us to explore abnormal brain structures and interhemispheric connectivity in children with cerebral palsy (CP). Behavioral researchers have long reported that children with CP exhibit suboptimal performance in different cognitive domains (e.g., receptive and expressive language skills, reading, mental imagery, spatial processing, subitizing, math, and executive functions). However, there has been very limited cross-domain research involving these two areas of scientific inquiry. To stimulate such research, this perspective paper proposes some possible neurological mechanisms involved in the cognitive delays and impairments in children with CP. Additionally, the paper examines the ways motor and sensorimotor experience during the development of these neural substrates could enable more optimal development for children with CP. Understanding these developmental mechanisms could guide more effective interventions to promote the development of both sensorimotor and cognitive skills in children with CP.
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Wang L, Cao C, Zhou X, Qi C. Spatial abilities associated with open math problem solving. APPLIED COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1002/acp.3919] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Li Wang
- State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University Beijing China
- Advanced Innovation Center for Future Education, Beijing Normal University Beijing China
| | - Chen Cao
- Faculty of Mathematics and Sciences Education, Beijing Institute of Education Beijing China
- Institute of Curriculum and Pedagogy, Faculty of Education, Beijing Normal University Beijing China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University Beijing China
- Advanced Innovation Center for Future Education, Beijing Normal University Beijing China
| | - Chunxia Qi
- Institute of Curriculum and Pedagogy, Faculty of Education, Beijing Normal University Beijing China
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Yu X, Chen Y, Xie W, Yang X. Bidirectional relationship between visual perception and mathematics performance in Chinese kindergartners. CURRENT PSYCHOLOGY 2022; 42:1-8. [PMID: 35068908 PMCID: PMC8763421 DOI: 10.1007/s12144-021-02526-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/14/2021] [Indexed: 11/25/2022]
Abstract
In this longitudinal study, 64 kindergartners (mean age at T1 = 4.69 ± 0.33 years; 34 girls) were tested on visual perception skills (T2 and T3) and mathematics performance (T1 to T3) with 6-month intervals between the three testing waves. Cross-lagged path analysis showed a bidirectional relationship between visual perception and mathematics performance from T2 to T3. Specifically, children's visual perception at T2 significantly predicted their mathematics performance at T3 (B = 0.30, SE = 0.14, p = 0.03, β = 0.19). Children's mathematics performance at T1 accounted for unique variance in visual perception at T2 (B = 0.79, SE = 0.11, p < 0.001, β = 0.68) and visual perception at T3 (B = 0.27, SE = 0.12, p = 0.02, β = 0.32). Their mathematics performance at T2 also significantly predicted visual perception at T3 (B = 0.21, SE = 0.10, p = 0.04, β = 0.28). Totally, they explained 61% of the variance in mathematics performance and 39% of the variance in visual perception at T3. The results highlight the developmental courses as well as the reciprocal facilitations between visual perception and mathematics performance in the kindergarten period.
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Affiliation(s)
- Xiao Yu
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, 35 Qinghua East Road, Haidian District, 100083 Beijing, People’s Republic of China
| | - Yinghe Chen
- School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, 19 Xinjiekouwai Avenue, Haidian District, 100875 Beijing, People’s Republic of China
| | - Weiyi Xie
- Faculty of Education, The University of Hong Kong, Hong Kong, China
| | - Xiujie Yang
- Faculty of Psychology, Beijing Normal University, 19 Xinjiekouwai Avenue, Haidian District, 100875 Beijing, People’s Republic of China
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35
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Fowler S, Cutting C, Kennedy J, Leonard SN, Gabriel F, Jaeschke W. Technology enhanced learning environments and the potential for enhancing spatial reasoning: a mixed methods study. MATHEMATICS EDUCATION RESEARCH JOURNAL 2022. [PMCID: PMC7987513 DOI: 10.1007/s13394-021-00368-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
Spatial reasoning has been shown to be an important, trainable cognitive skillset for developing successful engagement in science, technology, engineering and mathematics (STEM), but little empirical work has been conducted in the context of digitally mediated pedagogies. This paper reports on a study into the effectiveness of a technologically enhanced STEM program on the spatial reasoning of a cohort of year 7 students (n = 107). The students undertook five digitally based activities over the period of a week and were assessed on their spatial reasoning development and attitudes towards STEM prior and subsequent to the intervention. Results indicate that the week of learning activities had an impact on attitudes towards STEM and had a positive impact on overall spatial skills. However, no statistically significant improvements were found within the spatial sub-skills or in relation to specific activities.
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Affiliation(s)
- Samuel Fowler
- Education Futures, University of South Australia, Adelaide, South Australia Australia
| | - Chelsea Cutting
- Education Futures, University of South Australia, Adelaide, South Australia Australia
| | - JohnPaul Kennedy
- Education Futures, University of South Australia, Adelaide, South Australia Australia
| | - Simon N. Leonard
- Education Futures, University of South Australia, Adelaide, South Australia Australia
| | - Florence Gabriel
- Education Futures, University of South Australia, Adelaide, South Australia Australia
| | - Wayne Jaeschke
- Trinity College Gawler, Adelaide, South Australia Australia
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36
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Hall KW, Kouroupis A, Bezerianos A, Szafir DA, Collins C. Professional Differences: A Comparative Study of Visualization Task Performance and Spatial Ability Across Disciplines. IEEE TRANSACTIONS ON VISUALIZATION AND COMPUTER GRAPHICS 2022; 28:654-664. [PMID: 34648448 DOI: 10.1109/tvcg.2021.3114805] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Problem-driven visualization work is rooted in deeply understanding the data, actors, processes, and workflows of a target domain. However, an individual's personality traits and cognitive abilities may also influence visualization use. Diverse user needs and abilities raise natural questions for specificity in visualization design: Could individuals from different domains exhibit performance differences when using visualizations? Are any systematic variations related to their cognitive abilities? This study bridges domain-specific perspectives on visualization design with those provided by cognition and perception. We measure variations in visualization task performance across chemistry, computer science, and education, and relate these differences to variations in spatial ability. We conducted an online study with over 60 domain experts consisting of tasks related to pie charts, isocontour plots, and 3D scatterplots, and grounded by a well-documented spatial ability test. Task performance (correctness) varied with profession across more complex visualizations (isocontour plots and scatterplots), but not pie charts, a comparatively common visualization. We found that correctness correlates with spatial ability, and the professions differ in terms of spatial ability. These results indicate that domains differ not only in the specifics of their data and tasks, but also in terms of how effectively their constituent members engage with visualizations and their cognitive traits. Analyzing participants' confidence and strategy comments suggests that focusing on performance neglects important nuances, such as differing approaches to engage with even common visualizations and potential skill transference. Our findings offer a fresh perspective on discipline-specific visualization with specific recommendations to help guide visualization design that celebrates the uniqueness of the disciplines and individuals we seek to serve.
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37
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Levine SC, Pantoja N. Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches. DEVELOPMENTAL REVIEW 2021. [DOI: 10.1016/j.dr.2021.100997] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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38
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Examining the relations between spatial skills and mathematical performance: A meta-analysis. Psychon Bull Rev 2021; 29:699-720. [PMID: 34799844 DOI: 10.3758/s13423-021-02012-w] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/10/2021] [Indexed: 11/08/2022]
Abstract
Much recent research has focused on the relation between spatial skills and mathematical skills, which has resulted in widely reported links between these two skill sets. However, the magnitude of this relation is unclear. Furthermore, it is of interest whether this relation differs in size based on key demographic variables, such as gender and grade-level, and the extent to which this relation can be accounted for by shared domain-general reasoning skills across the two domains. Here we present the results of two meta-analytic studies synthesizing the findings from 45 articles to identify the magnitude of the relation, as well as potential moderators and mediators. The first meta-analysis employed correlated and hierarchical effects meta-regression models to examine the magnitude of the relation between spatial and mathematical skills, and to understand the effect of gender and grade-level on the association. The second meta-analysis employed meta-analytic structural equation modeling to determine how domain-general reasoning skills, specifically fluid reasoning and verbal skills, influence the relationship. Results revealed a positive moderate association between spatial and mathematical skills (r = .36, robust standard error = 0.035, τ2 = 0.039). However, no significant effect of gender or grade-level on the association was found. Additionally, we found that fluid reasoning and verbal skills mediated the relationship between spatial skills and mathematical skills, but a unique relation between the spatial and mathematical skills remained. Implications of these findings include advancing our understanding for how to leverage and bolster students' spatial skills as a mechanism for improving mathematical outcomes.
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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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40
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Riva D. Sex and gender difference in cognitive and behavioral studies in developmental age: An introduction. J Neurosci Res 2021; 101:543-552. [PMID: 34687075 DOI: 10.1002/jnr.24970] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 09/01/2021] [Accepted: 09/03/2021] [Indexed: 11/09/2022]
Abstract
This paper introduces a special issue focused on sex and gender (s/g) cognitive/behavioral differences at developmental ages providing an overview of this multifaceted and debated topic. It will provide a description of the biological systems that are strongly interconnected to generate s/g differences, that is, genetic determinants, sex hormones, differences in brain structure, organization, and/or function, inherited or modifiable under environmental pressures. Developmental studies are rare. Some addressed whether s/g differences in cognitive/behavioral characteristics are evident early in life and are consistent throughout development, entailing that s/g differences can follow the evolving steps in girls and boys in different domains. The data are far from being homogeneous and consistent about s/g difference in language, social skills, and visuo/spatial abilities. The differences are small, often with overlapping performances, similar to what is seen in adulthood. Given that several variables and the interactions between them are implicated, further longitudinal studies adopting adequate assessment tools, very large size multicultural samples stratified in different, well-sized and precise age groups, considering biological and sociocultural variables, are needed. Due to the complexity of the issue, there is still the need to support and adopt an s/g difference approach also in cognitive and behavioral studies at developmental ages. Finally, these studies have not only scientific importance and relevant cultural, anthropological, and social implications, but are also useful for pedagogical programming as well as for the study of the different susceptibility to develop CNS diseases and consequently to promote different therapies and treatments.
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Affiliation(s)
- Daria Riva
- Developmental Neurology Unit, Fondazione IRCCS Istituto Neurologico Carlo Besta, Milano, Italy.,Fondazione Pierfranco e Luisa Mariani, Milano, Italy.,Fondazione Together To Go, Milano, Italy
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41
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Spatial and mathematics skills: Similarities and differences related to age, SES, and gender. Cognition 2021; 218:104918. [PMID: 34627067 DOI: 10.1016/j.cognition.2021.104918] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Revised: 09/19/2021] [Accepted: 09/24/2021] [Indexed: 12/23/2022]
Abstract
Performance on a range of spatial and mathematics tasks was measured in a sample of 1592 students in kindergarten, third grade, and sixth grade. In a previously published analysis of these data, performance was analyzed by grade only. In the present analyses, we examined whether the relations between spatial skill and mathematics skill differed across socio-economic levels, for boys versus girls, or both. Our first aim was to test for group differences in spatial skill and mathematics skill. We found that children from higher income families showed significantly better performance on both spatial and mathematics measures, and boys outperformed girls on spatial measures in all three grades, but only outperformed girls on mathematics measures in kindergarten. Further, comparisons using factor analysis indicated that the income-related gap in mathematics performance increased across the grade levels, while the income-related gap in spatial performance remained constant. Our second aim was to test whether spatial skill mediated any of these effects, and we found that it did, either partially or fully, in all four cases. Our third aim was to test whether the "separate but correlated" two-factor latent structure previously reported for spatial skill and mathematics skill was (Mix et al., 2016; Mix et al., 2017) replicated across grade, SES, and sex. Multi-group confirmatory factor analyses conducted for each of these subgroups indicated that the same latent structure was present, despite differences in overall performance. These findings replicate and extend prior work on SES and sex differences related to spatial and mathematics skill, but provide evidence that the relations between the domains are stable and consistent across subgroups.
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42
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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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43
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Effect of Motor Imagery Training on Motor Learning in Children and Adolescents: A Systematic Review and Meta-Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18189467. [PMID: 34574389 PMCID: PMC8465066 DOI: 10.3390/ijerph18189467] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 08/22/2021] [Accepted: 08/23/2021] [Indexed: 12/21/2022]
Abstract
Background: There is an urgent need to systematically analyze the growing body of literature on the effect of motor imagery (MI) training in children and adolescents. Methods: Seven databases and clinicaltrials.gov were searched. Two reviewers independently screened references and full texts, and extracted data (studies’ methodology, MI elements, temporal parameters). Two studies were meta-analyzed providing the standard mean difference (SDM). Selected studies were evaluated with the risk of bias (RoB) and GRADE tools. Results: A total of 7238 references were retrieved. The sample size of the 22 included studies, published between 1995 and 2021, ranged from 18 to 136 participants, totaling 934 (nine to 18 years). Studies included healthy pupils, mentally retarded adolescents, children with motor coordination difficulties or with mild mental disabilities. The motor learning tasks focused on upper, lower and whole body movements. SMDs for the primary outcome of pooled studies varied between 0.83 to 1.87 (95% CI, I2, T2 varied 0.33–3.10; p = 0.001; 0–74%; 0–0.59). RoB varied between some concerns and high risk. GRADE rating was low. Conclusions: MI combined with physical practice (PP) might have a high potential for healthy and impaired children and adolescents. However, important reporting recommendations (PETTLEP, TIDieR, CONSORT) should be followed. The systematic review was registered with PROSPERO: CRD42021237361.
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44
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Rebholz F, Golle J, Moeller K. The association of basic numerical abilities and math achievement: The mediating role of visuospatial and arithmetical abilities. Q J Exp Psychol (Hove) 2021; 75:841-853. [PMID: 34344247 PMCID: PMC8958554 DOI: 10.1177/17470218211040060] [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] [Indexed: 11/26/2022]
Abstract
Basic numerical abilities such as number line estimation have been observed repeatedly to be associated with mathematical achievement. Recently, it was argued that the association between basic numerical abilities and mathematical achievement is fully mediated by visuospatial abilities. However, arithmetical abilities have not yet been considered as influencing this association, even though solution strategies in number line estimation as well as mathematical achievement often involve arithmetical procedures. Therefore, we investigated the mediating role of arithmetical and visuospatial abilities on the association between number line estimation and mathematical achievement in a sample of n = 599 German elementary school students. The results indicated that arithmetical abilities as well as visuospatial abilities mediated the association between number line estimation and mathematical achievement. However, neither visuospatial nor arithmetical abilities fully mediated the association between number line estimation and mathematical achievement when considered in isolation. This substantiates the relevance of the intertwined development of visuospatial and arithmetical abilities as well as basic numerical abilities such as number line estimation (i.e., the combination of domain-specific numerical and domain-general abilities) driving mathematical achievement.
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Affiliation(s)
- Franziska Rebholz
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany.,LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany
| | - Jessika Golle
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany.,LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany
| | - Korbinian Moeller
- LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany.,Centre for Mathematical Cognition, School of Science, Loughborough University, Loughborough, UK.,Leibniz-Institut für Wissensmedien, Tübingen, Germany.,Department of Psychology, University of Tübingen, Tübingen, Germany
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45
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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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46
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Gunderson EA, Hildebrand L. Relations among spatial skills, number line estimation, and exact and approximate calculation in young children. J Exp Child Psychol 2021; 212:105251. [PMID: 34333360 DOI: 10.1016/j.jecp.2021.105251] [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: 09/11/2020] [Revised: 06/25/2021] [Accepted: 07/02/2021] [Indexed: 10/20/2022]
Abstract
Decades of research have established that spatial skills correlate with numerical skills. However, because both spatial and numerical skills are multidimensional, we sought to determine how specific spatial skills relate to specific numeracy skills. We used a cohort-sequential design, assessing a large diverse sample of students (N = 612, initially in pre-kindergarten [pre-K]-3rd grade, 4-9 years of age) at four time points spanning 2 years. We examined how initial levels of five spatial skills (visuospatial working memory [VSWM], mental transformation, mental rotation, proportional reasoning, and analog magnitude system [AMS] acuity) related to initial levels and growth rates in exact and approximate calculation skills, and we further investigated number line estimation as a potential mediator. We found unique patterns of relations between spatial skills and numeracy. Initial levels of mental rotation, proportional reasoning, and AMS acuity related to initial levels of exact calculation skill; initial levels of AMS acuity related to initial levels of approximate calculation; and initial levels of proportional reasoning related to initial levels of number line estimation. VSWM and mental transformation did not relate to numeracy skills after controlling for other spatial skills. Initial levels of number line estimation related to both exact and approximate calculation after controlling for spatial skills. Notably, neither spatial skills nor number line estimation predicted growth in exact or approximate calculation skills. These results indicate that there is specificity in the time-invariant relations between spatial skills and numeracy, and they suggest that researchers and educators should treat spatial skills and numeracy as multidimensional constructs with complex and unique interrelations.
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Affiliation(s)
| | - Lindsey Hildebrand
- Department of Psychology and Neuroscience, Boston College, Chestnut Hill, MA 02467, USA
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47
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Geary DC, Hoard MK, Nugent L. Boys' visuospatial abilities compensate for their relatively poor in-class attentive behavior in learning mathematics. J Exp Child Psychol 2021; 211:105222. [PMID: 34242897 DOI: 10.1016/j.jecp.2021.105222] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2021] [Revised: 05/18/2021] [Accepted: 06/05/2021] [Indexed: 10/20/2022]
Abstract
The mathematics and reading achievement of 322 adolescents (159 boys) was assessed in seventh and eighth grades, as were their intelligence, working memory, and spatial abilities. Their seventh- and eighth-grade mathematics and English language arts teachers reported on their in-class attentive behavior. The latter emerged as an important predictor of achievement, but more so for mathematics than for reading. Boy were less attentive in classroom settings than girls (d = -.34) and performed better than expected in mathematics given their level of engagement in the classroom. Boys' better-than-expected mathematics achievement was related to advantages on visuospatial measures (ds = .28-.56), which fully mediated a sex difference in mathematics (ds = .27-.28) but not in reading achievement, with control of in-class attentive behavior. The results suggest that boys' advantages in visuospatial skills compensate for lower levels of classroom engagement in the learning of mathematics but not in reading competencies.
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Affiliation(s)
- David C Geary
- Department of Psychological Sciences, University of Missouri, Columbia, MO 65211, USA.
| | - Mary K Hoard
- Department of Psychological Sciences, University of Missouri, Columbia, MO 65211, USA
| | - Lara Nugent
- Department of Psychological Sciences, University of Missouri, Columbia, MO 65211, USA
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48
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Wang L, Li M, Yang T, Wang L, Zhou X. Mathematics Meets Science in the Brain. Cereb Cortex 2021; 32:123-136. [PMID: 34247249 DOI: 10.1093/cercor/bhab198] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2021] [Revised: 06/03/2021] [Accepted: 06/05/2021] [Indexed: 01/24/2023] Open
Abstract
Mathematics and science are highly integrated disciplines, but the brain association between mathematics and science remains unclear. The current study used functional magnetic resonance imaging (fMRI) scans of 34 undergraduates (17 males, mean age = 20.3±1.64 years old) while they completed mathematical, physical and chemical principles, arithmetic computation, and sentence comprehension. We examined neural activation level, neural activation pattern, and neural connectivity to investigate the neural associations between mathematics and science (including physics and chemistry). The results showed that mathematical, physical, and chemical principles elicited similar neural activation level and neural activation pattern in the visuospatial network (mainly in the middle frontal gyrus and inferior parietal lobule), which were different from those elicited by sentence comprehension; those three principles also elicited similar neural activation level and neural activation pattern in the semantic network (mainly in the middle temporal gyrus, angular gyrus, inferior frontal gyrus, and dorsomedial prefrontal cortex), in contrast to that elicited by arithmetic computation. Effective connectivity analyses showed stronger connectivity between the middle temporal gyrus and inferior parietal lobule for mathematical, physical, and chemical principles than for sentence comprehension. The results suggest that visuospatial and semantic networks were critical for processing both mathematics and science.
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Affiliation(s)
- Li Wang
- State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 102206, China.,Siegler center for Innovative Learning, Beijing Normal University, Beijing 100875, China.,Center for Brain and Mathematical learning, Beijing Normal University, Beijing 100875, China
| | - Mengyi Li
- State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 102206, China.,Siegler center for Innovative Learning, Beijing Normal University, Beijing 100875, China.,Center for Brain and Mathematical learning, Beijing Normal University, Beijing 100875, China
| | - Tao Yang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China
| | - Li Wang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 102206, China.,Siegler center for Innovative Learning, Beijing Normal University, Beijing 100875, China.,Center for Brain and Mathematical learning, Beijing Normal University, Beijing 100875, China
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49
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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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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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