Separate but correlated
The latent structure of space and mathematics across development.
Bibliographic Data
| ID | 23348697 |
|---|---|
| Authors | Kelly S Mix (0000-0002-4402-2557, Michigan State University), Susan C Levine (0000-0002-8579-9290, University of Chicago), Yi-Ling Cheng (0000-0002-7484-1916, Michigan State University), Chris Young (0000-0001-7512-8971, University of Chicago), David Zachary Hambrick (0000-0002-5315-5597, Michigan State University), Raedy Ping, Raedy M Ping (0000-0003-4196-1548, University of Chicago), Spyros Konstantopoulos (0000-0003-1393-2440, Michigan State University) |
| Year | 2016 |
| Volume | 145 |
| Issue | 9 |
| Pages | 1206-1227 |
| Publication date | 2016-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Experimental Psychology: General (JOURNAL) |
| Journal identifiers | ISSN: 0096-3445 • E-ISSN: 1939-2222 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/xge0000182 |
| PMID | 27560854 |
| OpenAlex | W2507458244 |
| Language | EN |
| Citations received | 71 |
| References cited | 42 |
The relations among various spatial and mathematics skills were assessed in a cross-sectional study of 854 children from kindergarten, third, and sixth grades (i.e., 5 to 13 years of age). Children completed a battery of spatial mathematics tests and their scores were submitted to exploratory factor analyses both within and across domains. In the within domain analyses, all of the measures formed single factors at each age, suggesting consistent, unitary structures across this age range. Yet, as in previous work, the 2 domains were highly correlated, both in terms of overall composite score and pairwise comparisons of individual tasks. When both spatial and mathematics scores were submitted to the same factor analysis, the 2 domain specific factors again emerged, but there also were significant cross-domain factor loadings that varied with age. Multivariate regressions replicated the factor analysis and further revealed that mental rotation was the best predictor of mathematical performance in kindergarten, and visual-spatial working memory was the best predictor of mathematical performance in sixth grade. The mathematical tasks that predicted the most variance in spatial skill were place value (K, 3rd, 6th), word problems (3rd, 6th), calculation (K), fraction concepts (3rd), and algebra (6th). Thus, although spatial skill and mathematics each have strong internal structures, they also share significant overlap, and have particularly strong cross-domain relations for certain tasks. (PsycINFO Database Record
Cognition · Cognitive psychology · Developmental psychology · Exploratory factor analysis · Mental Rotation · Pairwise comparison · Psychometrics · PsycINFO · Spatial Ability · Statistics · Variance (accounting) · Child and Animal Learning Development · Cognitive and developmental aspects of mathematical skills · Mathematics · Psychology · Spatial Cognition and Navigation
In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents’ mathematics achievement
Sex differences in developmental pathways to mathematical competence
Piecing together the role of a spatial assembly intervention in preschoolers’ spatial and mathematics learning
Longitudinal pathways of numerical abilities in preschool
Relations between spatial skills and math performance in elementary school children
Optimizing the Development of Space-Temporal Orientation in Physical Education and Sports Lessons for Students Aged 8–11 Years
Detecting Demographic Influences on Measures of Spatial Ability with Rasch Tree Analysis
Bidirectional Relations Between Spatial and Mathematics Skills in Elementary School Children
Analyzing characteristics of spatial scaling strategies, spatial skills, mathematical literacy, and orienteering performance
Sex Differences in Mathematics
When Fine is Large and Gross is Small
Visual-spatial skills and children’s math development
Mathematical development through non-digital instruction
Addressing the complexity of spatial teaching
Fostering spatial ability development in and for authentic STEM learning
Development and initial validation of a mathematics-specific spatial vocabulary scale
Spatial reasoning in context
Bolstering spatial learning in the primary classroom
Spatial skills of preschool children from Serbia and a possible model for the typology of children’s spatial skills
Projective geometry and spatial reasoning for STEM learning
Lesson Study as a Professional Development Model for Teaching Spatial Ability in Primary STEM
Enhancing Spatial Ability
Enhancing Spatial Ability among Undergraduate First-Year Engineering and Architecture Students
Monitoring the Own Spatial Thinking in Second Grade of Primary Education in a Spanish School
Exploring Deaf Aesthetics as Spatial-Geometric Thinking, Acting, and Feeling
Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children
Robot programming intervention for promoting spatial relations, mental rotation and visual memory of kindergarten children
Examining the relations between spatial skills and mathematical performance
What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior
Longitudinal cognitive correlates of advanced mathematical performance in primary school children
Bidirectional relationship between visual perception and mathematics performance in Chinese kindergartners
Confirmatory factor analysis of the indicators of basic early math skills
Sports and mathematical abilities in primary school-aged children
Spatial ability and science achievement more closely associated in eighth-graders than in fourth-graders
Unpacking associations among children’s spatial skills, mathematics, and arithmetic strategies
Does mindfulness help to overcome stereotype threat in mental rotation in younger and older adolescents
The cognitive foundations of different hierarchical levels of mathematical skills in primary school children
The development of situational mathematical ability lags behind the development of symbolic mathematical ability
Domain‐specific and -general factors involved on mathematical performance
The negative effects of stereotype threat on women’s spatial ability
Spatial and mathematics skills
Associations and indirect effects between Lego® construction and mathematics performance
The development of place value concepts
Supporting preschoolers’ cognitive development
Hands-On
Maternal Support of Children’s Math Learning in Associations Between Family Income and Math School Readiness
Executive function and Chinese preschoolers' early mathematical skills
The roles of patterning and spatial skills in early mathematics development
Spatial skills and counting sequence knowledge
Maternal support of young children’s planning and spatial concept learning as predictors of later math (and reading) achievement
Quality of fathers’ spatial concept support during block building predicts their daughters’ early math skills – but not their sons’
Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners
Kindergarteners’ spatial skills and their reading and math achievement in second grade
Are implicit affective evaluations related to mental rotation performance
Mental rotation with colored cube figures
Promoting Computational Thinking, Computational Participation, and Spatial Reasoning with Lego Robotics
Sex, mathematics, and the brain
What is early math
Development of children’s math attitudes
An examination of gender differences in spatial skills and math attitudes in relation to mathematics success
Training early visuo-spatial abilities
Contributions of numeral knowledge, spatial reasoning, and numerical mapping to first graders’ arithmetic and geometric skills
Spatial reasoning, mathematics, and gender
This is the way
The relationship between mental rotation and arithmetic
Number sense‐arithmetic link in Grade 1 and Grade 2
Intelligence subcomponents and their relationship to general knowledge
Visuospatial training improves elementary students' mathematics performance
Spatial cognition and science achievement
Training spatial cognition enhances mathematical learning in a randomized study of 17,000 children
Brick classroom & Block classroom
Human Cognitive Abilities
Spatial Thinking and STEM Education
Working memory and mathematics
A theory of magnitude
A dissociation between mental rotation and perspective-taking spatial abilities
Forest before trees
A dissociation between object manipulation spatial ability and spatial orientation ability
The separability of working memory resources for spatial thinking and language processing
Development of Numerical Estimation in Young Children
Adaptive training leads to sustained enhancement of poor working memory in children
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school
The mental representation of parity and number magnitude.
Pathways to Mathematics
Scaled test statistics and robust standard errors for non‐normal data in covariance structure analysis
The Development of Numerical Estimation
A Redrawn Vandenberg and Kuse Mental Rotations Test - Different Versions and Factors That Affect Performance
Contributions of executive function and spatial skills to preschool mathematics achievement
Interactions between number and space in parietal cortex
Mental Rotations, a Group Test of Three-Dimensional Spatial Visualization
Cutoff criteria for fit indexes in covariance structure analysis
Complexities in identifying and defining mathematics learning disability in the primary school-age years
The Description of Spatial-Visualization Abilities
Rotation Criteria and Hypothesis Testing for Exploratory Factor Analysis
Structural Model Evaluation and Modification
Is working memory training effective? A meta-analytic review
The relation between spatial skill and early number knowledge
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge
Developmental and individual differences in pure numerical estimation
The influence of spatial ability on gender differences in mathematics college entrance test scores across diverse samples
Children's early ability to solve perspective-taking problems
Cognitive predictors of achievement growth in mathematics
The Factorial Nature of Ability in Elementary Mathematics
Spatial Ability
Magnitude of sex differences in spatial abilities
Emergence and Characterization of Sex Differences in Spatial Ability
Working memory deficits in children with low achievements in the national curriculum at 7 years of age
Working Memory and Intelligence
Mathematical disabilities
Applications of standard error estimates in unrestricted factor analysis
Alternative Ways of Assessing Model Fit
An Empirical Evaluation of the Use of Fixed Cutoff Points in RMSEA Test Statistic in Structural Equation Models
| Unique citing works | 71 |
|---|---|
| Citations per year | 7,89 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 66 |