Training young children on sequential relations among numbers and spatial decomposition
Differential transfer to number line and mental transformation tasks
Bibliographic Data
| ID | 9792011 |
|---|---|
| Authors | Chang Xu (0000-0002-0166-3143, Carleton University, corresponding author), Johan A Lefevre (0000-0002-1927-7734, Carleton University), Jo-Anne LeFevre |
| Year | 2016 |
| Volume | 52 |
| Issue | 6 |
| Pages | 854-866 |
| Publication date | 2016-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0000124 |
| PMID | 27228449 |
| OpenAlex | W2404218374 |
| Language | EN |
| Citations received | 14 |
| References cited | 12 |
Are there differential benefits of training sequential number knowledge versus spatial skills for children's numerical and spatial performance? Three- to five-year-old children (N = 84) participated in 1 session of either sequential training (e.g., what comes before and after the number 5?) or non-numerical spatial training (i.e., decomposition of shapes). Children who received sequential training showed near transfer to a number ordering task and far transfer to a number line task. Furthermore, these children showed more improvement on the version of the number line task where a midpoint reference was presented (i.e., at 5) than on the version without a midpoint. Before the training, the midpoint reference did not enhance performance. In contrast, although children who received non-numerical spatial training showed near transfer to a 2-D mental transformation task, they did not show transfer to number ordering or number line tasks, even though spatial skills were correlated with performance on these tasks. These results support the view that knowledge of sequential relations among successive numbers is an important aspect of children's early numeracy knowledge in tasks that require ordinal understanding of numbers from 1 to 10 and support the educational importance of developing numerical activities that enhance children's understanding of these relations. (PsycINFO Database Record
Arithmetic · Cognition · Cognitive psychology · Developmental psychology · Mathematics education · MEDLINE · Number line · Numeracy · Pedagogy · PsycINFO · Session (web analytics · Spatial Ability · Task (project management · Transfer (computing · Transfer of training · Cognitive and developmental aspects of mathematical skills · Computer Science · Mathematics · Mathematics Education and Teaching Techniques · Psychology · Spatial Cognition and Navigation
Video game training does not enhance cognitive ability
Radical neuroconstructivism
Differential contributions of phonological processing and visual-spatial abilities to four basic arithmetic operations in primary school children
The Effects of Representational Instruction and The Great Race on Preschoolers’ Early Numeracy Skills
The knowledge of the preceding number reveals a mature understanding of the number sequence
Children’s Knowledge of Symbolic Number in Grades 1 and 2
Making Sense of Number Words and Arabic Digits
Children’s Home Numeracy Environment Predicts Growth of their Early Mathematical Skills in Kindergarten
What is early math
Executive function in Chilean preschool children
The roles of patterning and spatial skills in early mathematics development
The home math environment
Expanding the Home Numeracy Model to Chilean children
The relationship between mental rotation and arithmetic
Development of Numerical Estimation in Young Children
The Relation Between Space and Math
Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding.
Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge Through Playing Number Board Games
The relation between spatial skill and early number knowledge
Numerical estimation in preschoolers
Developmental and individual differences in pure numerical estimation
School readiness and later achievement
Number games, magnitude representation, and basic number skills in preschoolers
Cognitive predictors of achievement growth in mathematics
Early math matters
Emergence and Characterization of Sex Differences in Spatial Ability
| Unique citing works | 14 |
|---|---|
| Citations per year | 1,75 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |