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Geer EA, Devlin BL, Zehner T, Korucu I, Bryant LM, Purpura DJ, Duncan R, Schmitt SA. Does executive function moderate the spatial-math link in preschoolers? J Exp Child Psychol 2025; 258:106296. [PMID: 40367545 DOI: 10.1016/j.jecp.2025.106296] [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: 04/08/2024] [Revised: 04/18/2025] [Accepted: 05/02/2025] [Indexed: 05/16/2025]
Abstract
In the present study, we examine if the spatial-math link is moderated by executive function in preschoolers, with a particular interest in which aspects of executive function may serve as moderators for this relation. We collected data from a sample of 242 preschoolers from the Midwest United States. Individual moderation analyses were run for each of the five executive function measures to assess whether various executive functions moderate the spatial-math link. We found that only planning (β = .13, p = .017) significantly moderated the association between spatial assembly and numeracy skills. Specifically, these results indicated that the association between spatial and math skills was stronger when children also had stronger planning skills. The findings from this study provide preliminary evidence that one aspect of executive function (planning) strengthens the spatial-math link. Implications for future research are discussed.
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Affiliation(s)
- Elyssa A Geer
- Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, USA.
| | - Brianna L Devlin
- Department of Learning and Instruction, University at Buffalo, State University of New York, USA
| | - Tracy Zehner
- Prevention Science Institute, University of Oregon, USA
| | - Irem Korucu
- Department of Psychology, Florida Atlantic University, USA
| | - Lindsey M Bryant
- Department of Human Development and Family Science, Purdue University, USA
| | - David J Purpura
- Department of Human Development and Family Science, Purdue University, USA
| | - Robert Duncan
- Department of Human Development and Family Studies, Colorado State University, USA
| | - Sara A Schmitt
- Prevention Science Institute, University of Oregon, USA; Department of Special Education, University of Oregon, USA
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2
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Möhring W, Moll L, Szubielska M. Mathematics anxiety and math achievement in primary school children: Testing different theoretical accounts. J Exp Child Psychol 2024; 247:106038. [PMID: 39137504 DOI: 10.1016/j.jecp.2024.106038] [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: 12/01/2023] [Revised: 07/06/2024] [Accepted: 07/06/2024] [Indexed: 08/15/2024]
Abstract
Some students suffer from math anxiety and experience negative emotions in mathematics education. Children's math anxiety is negatively related to their math achievement, suggesting that math anxiety puts their math learning at risk. Several theoretical accounts have been proposed that help to explain this association between math anxiety and achievement. In the current study, we aimed to test predictions of two prominent theories, namely the disruption account and the reduced competency account, using a comprehensive and unifying approach. A sample of 6- to 8-year-olds (N = 163) answered a math anxiety questionnaire, solved a spatial task (mental rotation), and solved several arithmetic problems. After each arithmetic problem, they were asked how they solved the problem. Strategies were then classified into counting and higher-level mental strategies (including decomposition and retrieval), with higher-level strategies loading strongly on working memory resources. Analyses revealed a negative, albeit small, association between children's math anxiety and accuracy in solving arithmetic problems. In line with the disruption account, children's frequency of using higher-level mental strategies mediated this relation between math anxiety and arithmetic performance. Moreover, our results support the reduced competency account given that arithmetic performance was related to math anxiety, whereas mental rotation was only indirectly related to math anxiety. Overall, our findings corroborate both accounts, lending further support to the notion that these accounts might not be mutually exclusive. Our findings imply that interventions might be most effective when focusing on emotion regulation strategies and improving mathematical and spatial performance.
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Affiliation(s)
- Wenke Möhring
- Faculty of Psychology, University of Basel, 4055 Basel, Switzerland; Department of Educational and Health Psychology, University of Education Schwäbisch Gmünd, 73525 Schwäbisch Gmünd, Germany.
| | - Léonie Moll
- Faculty of Psychology, University of Basel, 4055 Basel, Switzerland
| | - Magdalena Szubielska
- Institute of Psychology, Faculty of Social Sciences, The John Paul II Catholic University of Lublin, 20-950 Lublin, Poland
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3
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Ji M, Le J, Chen B, Li Z. A predictive model for classifying college students' academic performance based on visual-spatial skills. Front Psychol 2024; 15:1434015. [PMID: 39139599 PMCID: PMC11319248 DOI: 10.3389/fpsyg.2024.1434015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2024] [Accepted: 07/15/2024] [Indexed: 08/15/2024] Open
Abstract
As the application of visual-spatial skills in academic disciplines, vocational fields and daily life is becoming more and more prominent, it is of great theoretical and practical significance how to make use of big data and artificial intelligence technology to conduct research on the relationship between visual-spatial skills and students' grades. This paper explores and analyses from the perspective of artificial intelligence, combining students' visual-spatial skills and students' specific attribute characteristics to construct an expert system, which defines the prediction of academic performance as a classification problem corresponding to the five categories of excellent, good, moderate, passing, and weak, respectively, and based on which a deep neural network-based classification prediction model for students' performance is designed. The experimental results show that visual-spatial skills plays an important role in the professional learning of science and engineering students, while the classification model designed in this paper has high accuracy in the grade prediction process. This paper not only helps to fill the gaps in the current research field, but is also expected to provide scientific basis for educational practice and promote the development of the education field in a more intelligent and personalized direction.
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Affiliation(s)
- Min Ji
- College of Marxist, Huaiyin Institute of Technology, Huaian, China
- College of Educational Sciences, Yangzhou University, Yangzhou, China
| | - Jintao Le
- Faculty of Computer and Software Engineering, Huaiyin Institute of Technology, Huaian, China
| | - Bolun Chen
- Faculty of Computer and Software Engineering, Huaiyin Institute of Technology, Huaian, China
- Department of Physics, University of Fribourg, Fribourg, Switzerland
| | - Zhe Li
- Faculty of Computer and Software Engineering, Huaiyin Institute of Technology, Huaian, China
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4
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Möhring W, Moll L, Szubielska M. Unpacking associations among children's spatial skills, mathematics, and arithmetic strategies: decomposition matters. PSYCHOLOGICAL RESEARCH 2024; 88:1550-1564. [PMID: 38613569 PMCID: PMC11282154 DOI: 10.1007/s00426-024-01952-x] [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: 07/10/2023] [Accepted: 03/04/2024] [Indexed: 04/15/2024]
Abstract
Several studies revealed links between mental rotation and mathematical tasks, but the intervening processes in this connection remain rather unexplored. Here, we aimed to investigate whether children's mental rotation skills relate to their accuracy in solving arithmetic problems via their usage of decomposition strategies, thus probing one potential intervening process. To this end, we examined a sample of 6- to 8-year-olds (N = 183) with a chronometric mental rotation task, and asked children to solve several arithmetic problems while assessing their solution strategies. After each arithmetic problem, children were asked about their strategy to solve the respective arithmetic problem and these were classified as either counting, decomposition, or retrieval strategies. Analyses were controlled for age, sex, fluid and verbal reasoning. Results indicated that children's response times and accuracy in the mental rotation task were best explained by linear functions of rotation angle, suggesting the usage of dynamic mental transformation strategies. A multiple mediation model revealed that children with higher mental rotation skills were more inclined to use higher-level mental strategies such as decomposition which in turn increased their accuracy of solving arithmetic problems. None of the other arithmetic strategies revealed significant indirect effects. These findings suggest that children with higher mental rotation skills may profit from visualizing and flexibly transforming numerical magnitudes, increasing the frequency of decomposition strategies. Overall, decomposition may play a unique role in the connection between children's mental rotation and arithmetic skills, which is an essential information for planning future training and experimental studies.
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Affiliation(s)
- Wenke Möhring
- Faculty of Psychology, Department of Psychology, University of Basel, Missionsstrasse 62, 4055, Basel, Switzerland.
- Department of Educational and Health Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany.
| | - Léonie Moll
- Faculty of Psychology, Department of Psychology, University of Basel, Missionsstrasse 62, 4055, Basel, Switzerland
| | - Magdalena Szubielska
- Institute of Psychology, Faculty of Social Sciences, The John Paul II Catholic University of Lublin, Lublin, Poland
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Betts K, Reddy P, Galoyan T, Delaney B, McEachron DL, Izzetoglu K, Shewokis PA. An Examination of the Effects of Virtual Reality Training on Spatial Visualization and Transfer of Learning. Brain Sci 2023; 13:890. [PMID: 37371368 DOI: 10.3390/brainsci13060890] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2023] [Accepted: 05/23/2023] [Indexed: 06/29/2023] Open
Abstract
Spatial visualization ability (SVA) has been identified as a potential key factor for academic achievement and student retention in Science, Technology, Engineering, and Mathematics (STEM) in higher education, especially for engineering and related disciplines. Prior studies have shown that training using virtual reality (VR) has the potential to enhance learning through the use of more realistic and/or immersive experiences. The aim of this study was to investigate the effect of VR-based training using spatial visualization tasks on participant performance and mental workload using behavioral (i.e., time spent) and functional near infrared spectroscopy (fNIRS) brain-imaging-technology-derived measures. Data were collected from 10 first-year biomedical engineering students, who engaged with a custom-designed spatial visualization gaming application over a six-week training protocol consisting of tasks and procedures that varied in task load and spatial characteristics. Findings revealed significant small (Cohen's d: 0.10) to large (Cohen's d: 2.40) effects of task load and changes in the spatial characteristics of the task, such as orientation or position changes, on time spent and oxygenated hemoglobin (HbO) measures from all the prefrontal cortex (PFC) areas. Transfer had a large (d = 1.37) significant effect on time spent and HbO measures from right anterior medial PFC (AMPFC); while training had a moderate (d = 0.48) significant effect on time spent and HbR measures from left AMPFC. The findings from this study have important implications for VR training, research, and instructional design focusing on enhancing the learning, retention, and transfer of spatial skills within and across various VR-based training scenarios.
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Affiliation(s)
- Kristen Betts
- School of Education, Drexel University, Philadelphia, PA 19104, USA
| | - Pratusha Reddy
- School of Biomedical Engineering, Science and Health Systems, Drexel University, Philadelphia, PA 19104, USA
| | - Tamara Galoyan
- School of Education, Drexel University, Philadelphia, PA 19104, USA
| | - Brian Delaney
- School of Communication and Journalism, Auburn University, Auburn, AL 36849, USA
| | - Donald L McEachron
- School of Biomedical Engineering, Science and Health Systems, Drexel University, Philadelphia, PA 19104, USA
| | - Kurtulus Izzetoglu
- School of Education, Drexel University, Philadelphia, PA 19104, USA
- School of Biomedical Engineering, Science and Health Systems, Drexel University, Philadelphia, PA 19104, USA
| | - Patricia A Shewokis
- School of Education, Drexel University, Philadelphia, PA 19104, USA
- School of Biomedical Engineering, Science and Health Systems, Drexel University, Philadelphia, PA 19104, USA
- College of Nursing & Health Professions, Drexel University, Philadelphia, PA 19104, USA
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Macchitella L, Tosi G, Romano DL, Iaia M, Vizzi F, Mammarella IC, Angelelli P. Visuo-Spatial Working Memory and Mathematical Skills in Children: A Network Analysis Study. Behav Sci (Basel) 2023; 13:bs13040294. [PMID: 37102808 PMCID: PMC10136205 DOI: 10.3390/bs13040294] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2023] [Revised: 03/13/2023] [Accepted: 03/28/2023] [Indexed: 04/28/2023] Open
Abstract
Visuo-spatial working memory is one of the main domain-general cognitive mechanisms underlying mathematical abilities and their development in children. However, if visuo-spatial working memory involves different processes and components, then the term 'mathematics' refers to a broad concept that includes multiple domains and skills. The aim of this present study was to investigate the relationship between different visuo-spatial working memory components and several mathematical abilities in a sample of third- to fifth-grade Italian children. To assess the relationships between different visuo-spatial working memory components and different mathematical abilities, we relied on Network Analysis (NA). Results indicate that some but not all visuo-spatial working memory components are associated with some mathematical abilities.
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Affiliation(s)
- Luigi Macchitella
- Scientific Institute I.R.C.C.S. "E. Medea", Unit for Severe Disabilities in Developmental Age and Young Adults (Developmental Neurology and Neurorehabilitation), 72100 Brindisi, Italy
| | - Giorgia Tosi
- Department of Psychology, University of Milano-Bicocca, 20126 Milan, Italy
| | - Daniele Luigi Romano
- Department of Psychology, University of Milano-Bicocca, 20126 Milan, Italy
- Lab of Applied Psychology and Intervention, Department of Human and Social Studies, University of Salento, 73100 Lecce, Italy
| | - Marika Iaia
- Lab of Applied Psychology and Intervention, Department of Human and Social Studies, University of Salento, 73100 Lecce, Italy
| | - Francesca Vizzi
- Lab of Applied Psychology and Intervention, Department of Human and Social Studies, University of Salento, 73100 Lecce, Italy
| | - Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, 35100 Padova, Italy
| | - Paola Angelelli
- Lab of Applied Psychology and Intervention, Department of Human and Social Studies, University of Salento, 73100 Lecce, Italy
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Ernst JR, Grenell A, Carlson SM. Associations between executive function and early math and literacy skills in preschool children. INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH OPEN 2022; 3:100201. [PMID: 36578863 PMCID: PMC9794199 DOI: 10.1016/j.ijedro.2022.100201] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
The current study directly compared the magnitude of associations between executive function (EF) and math versus literacy and investigated whether they differed by age within the preschool years. Participants were 92 typically developing, preschool children in the United States (M age=58.53 months; 47.8% Female; 58.7% White; 29.3% Non-White). Children completed a developmentally sensitive battery of direct EF assessments, math and literacy achievement tests, and IQ tests. Results showed an EF Composite was associated with math, but not literacy, after controlling for age, verbal and nonverbal IQ, and socioeconomic status. Extending prior work to a younger age, we examined whether the association between EF and academic achievement was moderated by age but found no significant interactions. These findings support the link between EF and math before kindergarten and indicate a similar magnitude of associations in younger and older preschoolers.
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Affiliation(s)
- Jasmine R. Ernst
- Institute of Child Development, University of Minnesota – Twin Cities, 51 E River Road, Minneapolis, MN 55455, United States
| | - Amanda Grenell
- Department of Psychological and Brain Sciences, Indiana University, 1101 E 10th St, Bloomington, IN 47405, United States
| | - Stephanie M. Carlson
- Institute of Child Development, University of Minnesota – Twin Cities, 51 E River Road, Minneapolis, MN 55455, United States
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Grieder S, Bünger A, Odermatt SD, Schweizer F, Grob A. Limited Internal Comparability of General Intelligence Composites: Impact on External Validity, Possible Predictors, and Practical Remedies. Assessment 2022; 29:1172-1189. [PMID: 33794710 PMCID: PMC9301611 DOI: 10.1177/10731911211005171] [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] [Indexed: 11/16/2022]
Abstract
Research on comparability of general intelligence composites (GICs) is scarce and has focused exclusively on comparing GICs from different test batteries, revealing limited individual-level comparability. We add to these findings, investigating the group- and individual-level comparability of different GICs within test batteries (i.e., internal score comparability), thereby minimizing transient error and ruling out between-battery variance completely. We (a) determined the magnitude of intraindividual IQ differences, (b) investigated their impact on external validity, (c) explored possible predictors for these differences, and (d) examined ways to deal with incomparability. Results are based on the standardization samples of three intelligence test batteries, spanning from early childhood to late adulthood. Despite high group-level comparability, individual-level comparability was often unsatisfactory, especially toward the tails of the IQ distribution. This limited comparability has consequences for external validity, as GICs were differentially related to and often less predictive for school grades for individuals with high IQ differences. Of several predictors, only IQ level and age were systematically related to comparability. Consequently, findings challenge the use of overall internal consistencies for confidence intervals and suggest using confidence intervals based on test-retest reliabilities or age- and IQ-specific internal consistencies for clinical interpretation. Implications for test construction and application are discussed.
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Supporting mathematics learning: a review of spatial abilities from research to practice. Curr Opin Behav Sci 2022. [DOI: 10.1016/j.cobeha.2022.101176] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Cornoldi C, Rivella C, Montesano L, Toffalini E. Difficulties of Young Adults With Dyslexia in Reading and Writing Numbers. JOURNAL OF LEARNING DISABILITIES 2022; 55:338-348. [PMID: 34416830 DOI: 10.1177/00222194211037061] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Letters and numbers are different domains, and their differentiation increases with schooling. It has nonetheless been argued that reading alphabetic and numerical materials partly involves the same processes, even in adults. Whether individuals with dyslexia have difficulty reading and writing numbers remains to be established. This study examined this issue in a group of 30 young adults with a diagnosis of dyslexia, without any concurrent specific difficulty in processing quantities, compared with a typically developing group matched for gender, age, university attended and course of studies, and approximate calculation ability. The results showed that adults with dyslexia also have severe difficulty in reading and writing numbers. It emerged that their number reading speed correlated moderately with word reading speed. We concluded that dyslexia is specifically related with difficulties in reading and writing not only alphabetic material but also numerical material. Our findings suggest that these abilities should be considered more carefully when assessing and supporting individuals with dyslexia.
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Bidirectional associations among executive functions, visual-spatial skills, and mathematical achievement in primary school students: Insights from a longitudinal study. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2021.101149] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
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Alatorre-Cruz GC, Downs H, Hagood D, Sorensen ST, Williams DK, Larson-Prior LJ. Effect of Obesity on Arithmetic Processing in Preteens With High and Low Math Skills: An Event-Related Potentials Study. Front Hum Neurosci 2022; 16:760234. [PMID: 35360282 PMCID: PMC8960456 DOI: 10.3389/fnhum.2022.760234] [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] [Received: 08/17/2021] [Accepted: 02/07/2022] [Indexed: 11/23/2022] Open
Abstract
Preadolescence is an important period for the consolidation of certain arithmetic facts, and the development of problem-solving strategies. Obese subjects seem to have poorer academic performance in math than their normal-weight peers, suggesting a negative effect of obesity on math skills in critical developmental periods. To test this hypothesis, event-related potentials (ERPs) were collected during a delayed-verification math task using simple addition and subtraction problems in obese [above 95th body mass index (BMI) percentile] and non-obese (between 5th and 90th BMI percentile) preteens with different levels of math skill; thirty-one with low math skills (14 obese, mean BMI = 26.40, 9.79 years old; 17 non-obese, BMI = 17.45, 9.76 years old) and thirty-one with high math skills (15 obese, BMI = 26.90, 9.60 years old; 16 non-obese, BMI = 17.13, 9.63 years old). No significant differences between weight groups were observed in task accuracy regardless of their mathematical skill level. For ERPs, electrophysiological differences were found only in the subtraction condition; participants with obesity showed an electrophysiologic pattern associated with a reduced ability to allocate attention resources regardless of their math skill level, these differences were characterized by longer P300 latency than their normal-weight peers. Moreover, the participants with obesity with high math skills displayed hypoactivity in left superior parietal lobule compared with their normal-weight peers. Additionally, obese preteens with low math skills displayed smaller arithmetic N400 amplitude than non-obese participants, reflecting difficulties in retrieving visual, semantic, and lexical information about numbers. We conclude that participants with obesity are less able than their normal-weight peers to deploy their attention regardless of their behavioral performance, which seems to have a greater effect on obese participants with low math skills because they also show problems in the retrieval of solutions from working memory, resulting in a delay in the development of mathematical skills.
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Affiliation(s)
- Graciela C. Alatorre-Cruz
- Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Arkansas Children’s Nutrition Center, Little Rock, AR, United States
| | - Heather Downs
- Arkansas Children’s Nutrition Center, Little Rock, AR, United States
| | - Darcy Hagood
- Arkansas Children’s Nutrition Center, Little Rock, AR, United States
| | - Seth T. Sorensen
- Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Arkansas Children’s Nutrition Center, Little Rock, AR, United States
| | - D. Keith Williams
- Vice Chair for Education, Department of Biostatistics, Arkansas Children’s Nutrition Center, Little Rock, AR, United States
| | - Linda J. Larson-Prior
- Arkansas Children’s Nutrition Center, Little Rock, AR, United States
- Departments of Psychiatry, Neurology, Neurobiology and Developmental Sciences, and Biomedical Informatics, University of Arkansas for Medical Sciences, Little Rock, AR, United States
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Jansen P, Pietsch S. Sports and mathematical abilities in primary school-aged children: How important are spatial abilities? An explorative study. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-01190-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
AbstractIt is well known that sports and mathematical abilities are related to spatial abilities, also a relation between sport and mathematical abilities is assumed. However, the relation between all three aspects has not been investigated until now. Therefore, the main goal of the study is to examine the relationship between sport, spatial and mathematical ability in elementary school aged children. 50 boys and 42 girls from third grade solved spatial and sport tasks, which can be differentiated into the following: intrinsic-dynamic, intrinsic-static and extrinsic-static. Furthermore, their performances in mathematical (separated into numerical/arithmetical and geometrical) abilities were analyzed. The results showed significant correlations between the static spatial and sporting activities. This correlation is due to the strong correlation within the group of girls. Furthermore, a good performance in the intrinsic-spatial ability was related to a high geometrical ability of the children, especially in boys. However, the geometrical ability could not be predicted by sport abilities.
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