Direct and indirect effects of mother's spatial ability on child's spatial ability: What role does the home environment play?

• Published in: Developmental science 2024-07, Vol.27 (4), p.e13480-n/a
• Main Authors: Garcia‐Sanchez, Nelcida L., Dick, Anthony Steven, Hayes, Timothy, Pruden, Shannon M.
• Format: Article
• Language: English
• Subjects: Adult; Child; Child Development - physiology; Child, Preschool; Children; Children & youth; Female; Frequency dependence; home environment; Humans; intergenerational transmission; Male; Mathematics; mental rotation; Mental task performance; Mother-Child Relations; Mothers; Mothers - psychology; Play and Playthings; Scaling; Space Perception - physiology; spatial ability; Spatial Navigation - physiology; spatial scaling
• ISSN: 1363-755X; 1467-7687; 1467-7687
• DOI: 10.1111/desc.13480

Individual differences in spatial thinking are predictive of children's math and science achievement and later entry into Science, Technology, Engineering, and Mathematics (STEM) disciplines. Little is known about whether parent characteristics predict individual differences in children's spatial thinking. This study aims to understand whether, and to what extent, mother's intrinsic (i.e., mental rotation) and extrinsic (i.e., spatial scaling) spatial ability directly and indirectly, via the variation in home spatial environment, predicts children's intrinsic and extrinsic spatial ability. A total of 165 mothers and their 4–6‐year‐old children were recruited to participate in a remote video session with an experimenter. Mothers were administered a forced‐choice Intrinsic Spatial Toy Preference Task gauging their preference for highly spatial versus less spatial toys and asked questions with the Home Intrinsic Spatial Environmental Questionnaire about the frequency with which they engage their child in spatial activities at home. Mothers completed a Mental Rotations Test and a Spatial Scaling Task adapted for adults. Children were administered the Picture Rotation Task, the Spatial Scaling Task, and the Peabody Picture Vocabulary Test. Structural equation modeling was used to examine direct and indirect, via home spatial environment and toy choices, influences of mother spatial ability on child spatial ability. Contrary to our predictions, we did not find direct, nor indirect, relations between mother and child spatial ability. These findings suggest that researchers should consider alternative conceptualizations of the early home spatial environment beyond the frequency of spatial play in the home. Research Highlights The identification of factors that predict individual differences in children's spatial ability is important in order to maximize STEM learning outcomes. Data collection was conducted remotely rather than in traditional preschool or laboratory settings. Contrary to our pre‐registered hypotheses, no significant relations between mother spatial ability, the early home spatial environment, and children's development of spatial skills were found. Future research should consider examining the amount of spatial language used in the home or the quality of parent–child interactions during spatial play as potential explanations for individual differences in children's spatial ability.