Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills

• Published in: Learning and instruction 2021-06, Vol.73, p.101417, Article 101417
• Main Authors: Gilligan-Lee, Katie A., Hodgkiss, Alex, Thomas, Michael S.C., Patel, Pari K., Farran, Emily K.
• Format: Article
• Language: English
• Subjects: Comprehension and production; Mathematics; Middle childhood; Spatial language; Spatial thinking
• ISSN: 0959-4752; 1873-3263
• DOI: 10.1016/j.learninstruc.2020.101417

Spatial language is the language of spatial concepts and spatial relationships. Prior research has demonstrated an association between spatial language and spatial thinking in pre-school children. However, there is limited evidence exploring age-based differences in spatial language in older childhood. This cross-sectional study has three main aims. First, we present a novel spatial language measure and show differences in spatial language performance across age groups from 6 to 10 years (N = 155). Second, having demonstrated that our measure is sensitive to age-based progression, we use regression analyses to determine relations between spatial language and performance on a range of spatial tasks (r2:1.2%–9.0%). Third, we investigate the relations between spatial language and different mathematics skills (r2:0.2%–15.4%) and propose mechanisms that may explain these associations. We discuss how these findings lay a foundation for future spatial language interventions as a novel tool which may lead to educational improvements in mathematics. •Spatial language skills show progression between 6 and 10 years.•Spatial language comprehension is stronger than production in middle childhood.•Spatial language is associated with performance on some spatial measures.•Spatial language is a significant predictor of a range of mathematics skills.•These findings lay a foundation for future spatial language interventions.