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The transfer effect of mental rotation training on arithmetic skill

The role of state anxiety and arithmetic strategy use

Bibliographic Data

ID9786952
AuthorsXinhe Zhang (0000-0001-6634-1287, Indiana University Bloomington), Elizabeth A Gunderson (0000-0001-7108-2283, Indiana University Bloomington)
Year2025
Volume62
Issue9
Pages1834-1846
Publication date2025-08-07
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/dev0002040
PMID40773336
OpenAlexW4413040747
LanguageEN

Spatial skills in early childhood are key predictors of mathematical achievement. Previous studies have found that training mental rotation can transfer to arithmetic skills; however, some studies have failed to replicate this transfer effect, or observed transfer effects only in certain types of arithmetic problems. Even in studies where transfer effects were observed, the underlying mechanisms of this transfer have not been explored. This study focused on the effect of short-duration (i.e., single-session) spatial training on arithmetic skills, and tested two underlying mechanisms. First, based on the spatial modeling account, short-duration spatial training may prime spatial processing, leading to a reduction in the use of counting strategies and an increase in spatially related strategies following spatial training. Second, from a social-psychological account, short-duration spatial training may reduce children's state anxiety, thus allowing them more cognitive resources in spatial and arithmetic tasks. We tested these mechanisms among 80 U.S. second and third graders using a pretest-intervention-posttest design, with 40 children in the spatial training group and 40 in an active control group. Short-duration spatial training improved children's overall arithmetic performance; this effect did not differ by problem type (conventional, missing-term, or two-step problems). Spatial training also reduced children's use of counting strategies. However, we did not find a significant increase in spatially related strategies, nor did we observe a significant reduction in state anxiety. This study makes an important contribution to understanding the mechanisms underlying the transfer effects of short-duration spatial training on arithmetic skills, providing partial support for the spatial modeling account. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

Anxiety · Arithmetic · Cognition · Cognitive psychology · Developmental psychology · Mental Rotation · Spatial Ability · Transfer (computing · Transfer of training · Computer Science · Mathematics · Psychology · Spatial Cognition and Navigation

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