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Individual differences in young children's visual-spatial abilities
An enduring challenge in visual-spatial research has been to identify the factors contributing to individual differences in ability. This research investigated the overall, verbal, and nonverbal visual-spatial ability of 61 (34 boys) three- to five-year-olds (M age = 57.3 months; SD = 7.9) and the...
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| Published in: | Early child development and care 2021-10, Vol.191 (14), p.2246-2259 |
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| Main Authors: | , , , |
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| cited_by | cdi_FETCH-LOGICAL-c360t-56a178ff2ff29307f35efdc3d07357a24e8b34e39b380be0f5224d4ff72270573 |
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| cites | cdi_FETCH-LOGICAL-c360t-56a178ff2ff29307f35efdc3d07357a24e8b34e39b380be0f5224d4ff72270573 |
| container_end_page | 2259 |
| container_issue | 14 |
| container_start_page | 2246 |
| container_title | Early child development and care |
| container_volume | 191 |
| creator | Kotsopoulos, Donna Makosz, Samantha Zambrzycka, Joanna Dickson, Brandon A. |
| description | An enduring challenge in visual-spatial research has been to identify the factors contributing to individual differences in ability. This research investigated the overall, verbal, and nonverbal visual-spatial ability of 61 (34 boys) three- to five-year-olds (M
age
= 57.3 months; SD = 7.9) and the following factors known to be related to visual-spatial ability: grade, sex, socio-economic status, math and spatial activity engagement at home, parental mental rotation, quantitative reasoning, intelligence, and working memory. Results revealed quantitative reasoning and general intelligence were an important predictor of overall and nonverbal visual-spatial ability. Mathematics activities in the home predicted children's verbal visual-spatial ability but not after accounting for various cognitive factors. Given the highly malleable nature of visual-spatial ability, we anticipated a grade effect; however, this was not found. Older children did not outperform the younger children suggesting a possible 'kindergarten in-effect' whereby schooling did not result in visual-spatial learning over time. |
| doi_str_mv | 10.1080/03004430.2019.1699918 |
| format | article |
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= 57.3 months; SD = 7.9) and the following factors known to be related to visual-spatial ability: grade, sex, socio-economic status, math and spatial activity engagement at home, parental mental rotation, quantitative reasoning, intelligence, and working memory. Results revealed quantitative reasoning and general intelligence were an important predictor of overall and nonverbal visual-spatial ability. Mathematics activities in the home predicted children's verbal visual-spatial ability but not after accounting for various cognitive factors. Given the highly malleable nature of visual-spatial ability, we anticipated a grade effect; however, this was not found. Older children did not outperform the younger children suggesting a possible 'kindergarten in-effect' whereby schooling did not result in visual-spatial learning over time.</description><identifier>ISSN: 0300-4430</identifier><identifier>EISSN: 1476-8275</identifier><identifier>DOI: 10.1080/03004430.2019.1699918</identifier><language>eng</language><publisher>Abingdon: Routledge</publisher><subject>Age Differences ; Children ; Cognitive Ability ; Correlation ; Family Relationship ; Gender Differences ; home experiences ; Individual Differences ; Intelligence ; Intelligence Tests ; Kindergarten ; Mathematics ; Mathematics Skills ; Mental rotation ; Nonverbal Ability ; Older children ; Parent Attitudes ; Parent Child Relationship ; Predictor Variables ; Preschool Children ; Quantitative reasoning ; Rotation ; Short Term Memory ; Socioeconomic factors ; Socioeconomic Status ; Spatial Ability ; Task Analysis ; Thinking Skills ; Verbal Ability ; Visual Perception ; Visual-Spatial ability ; Visual-Spatial learning</subject><ispartof>Early child development and care, 2021-10, Vol.191 (14), p.2246-2259</ispartof><rights>2019 Informa UK Limited, trading as Taylor & Francis Group 2019</rights><rights>2019 Informa UK Limited, trading as Taylor & Francis Group</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c360t-56a178ff2ff29307f35efdc3d07357a24e8b34e39b380be0f5224d4ff72270573</citedby><cites>FETCH-LOGICAL-c360t-56a178ff2ff29307f35efdc3d07357a24e8b34e39b380be0f5224d4ff72270573</cites><orcidid>0000-0002-0497-2064</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,30999,33223</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1317434$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Kotsopoulos, Donna</creatorcontrib><creatorcontrib>Makosz, Samantha</creatorcontrib><creatorcontrib>Zambrzycka, Joanna</creatorcontrib><creatorcontrib>Dickson, Brandon A.</creatorcontrib><title>Individual differences in young children's visual-spatial abilities</title><title>Early child development and care</title><description>An enduring challenge in visual-spatial research has been to identify the factors contributing to individual differences in ability. This research investigated the overall, verbal, and nonverbal visual-spatial ability of 61 (34 boys) three- to five-year-olds (M
age
= 57.3 months; SD = 7.9) and the following factors known to be related to visual-spatial ability: grade, sex, socio-economic status, math and spatial activity engagement at home, parental mental rotation, quantitative reasoning, intelligence, and working memory. Results revealed quantitative reasoning and general intelligence were an important predictor of overall and nonverbal visual-spatial ability. Mathematics activities in the home predicted children's verbal visual-spatial ability but not after accounting for various cognitive factors. Given the highly malleable nature of visual-spatial ability, we anticipated a grade effect; however, this was not found. Older children did not outperform the younger children suggesting a possible 'kindergarten in-effect' whereby schooling did not result in visual-spatial learning over time.</description><subject>Age Differences</subject><subject>Children</subject><subject>Cognitive Ability</subject><subject>Correlation</subject><subject>Family Relationship</subject><subject>Gender Differences</subject><subject>home experiences</subject><subject>Individual Differences</subject><subject>Intelligence</subject><subject>Intelligence Tests</subject><subject>Kindergarten</subject><subject>Mathematics</subject><subject>Mathematics Skills</subject><subject>Mental rotation</subject><subject>Nonverbal Ability</subject><subject>Older children</subject><subject>Parent Attitudes</subject><subject>Parent Child Relationship</subject><subject>Predictor Variables</subject><subject>Preschool Children</subject><subject>Quantitative reasoning</subject><subject>Rotation</subject><subject>Short Term Memory</subject><subject>Socioeconomic factors</subject><subject>Socioeconomic Status</subject><subject>Spatial Ability</subject><subject>Task Analysis</subject><subject>Thinking Skills</subject><subject>Verbal Ability</subject><subject>Visual Perception</subject><subject>Visual-Spatial ability</subject><subject>Visual-Spatial learning</subject><issn>0300-4430</issn><issn>1476-8275</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>7QJ</sourceid><sourceid>8BJ</sourceid><recordid>eNp9kF9LwzAUxYMoOP98hEHBB586b3KTpnlTxtTJwBd9DmmbaEbXzqSd7NvbsumjcOHCPb9zDxxCphRmFHK4AwTgHGHGgKoZzZRSND8hE8plluZMilMyGZl0hM7JRYxrAIqYsQmZL5vK73zVmzqpvHM22Ka0MfFNsm_75iMpP31dDcfbmOx8HLA0bk3nB9wUvvadt_GKnDlTR3t93Jfk_XHxNn9OV69Py_nDKi0xgy4VmaEyd44NoxCkQ2FdVWIFEoU0jNu8QG5RFZhDYcEJxnjFnZOMSRASL8nN4e82tF-9jZ1et31ohkjNhAIpM0VHShyoMrQxBuv0NviNCXtNQY996d--9NiXPvY1-KYHnw2-_PMsXihSyZEP-v1B941rw8Z8t6GudGf2dRtcME3po8b_I34Ath56Rw</recordid><startdate>20211026</startdate><enddate>20211026</enddate><creator>Kotsopoulos, Donna</creator><creator>Makosz, Samantha</creator><creator>Zambrzycka, Joanna</creator><creator>Dickson, Brandon A.</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><orcidid>https://orcid.org/0000-0002-0497-2064</orcidid></search><sort><creationdate>20211026</creationdate><title>Individual differences in young children's visual-spatial abilities</title><author>Kotsopoulos, Donna ; 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age
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| fulltext | fulltext |
| identifier | ISSN: 0300-4430 |
| ispartof | Early child development and care, 2021-10, Vol.191 (14), p.2246-2259 |
| issn | 0300-4430 1476-8275 |
| language | eng |
| recordid | cdi_eric_primary_EJ1317434 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); International Bibliography of the Social Sciences (IBSS); ERIC; Taylor and Francis Social Sciences and Humanities Collection |
| subjects | Age Differences Children Cognitive Ability Correlation Family Relationship Gender Differences home experiences Individual Differences Intelligence Intelligence Tests Kindergarten Mathematics Mathematics Skills Mental rotation Nonverbal Ability Older children Parent Attitudes Parent Child Relationship Predictor Variables Preschool Children Quantitative reasoning Rotation Short Term Memory Socioeconomic factors Socioeconomic Status Spatial Ability Task Analysis Thinking Skills Verbal Ability Visual Perception Visual-Spatial ability Visual-Spatial learning |
| title | Individual differences in young children's visual-spatial abilities |
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