Spatial Training Improves Children's Mathematics Ability

We tested whether mental rotation training improved math performance in 6- to 8-year-olds. Children were pretested on a range of number and math skills. Then one group received a single session of mental rotation training using an object completion task that had previously improved spatial ability i...

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Published in	Journal of cognition and development Vol. 15; no. 1; pp. 2 - 11
Main Authors	Cheng, Yi-Ling, Mix, Kelly S.
Format	Journal Article
Language	English
Published	Colchester Taylor & Francis Group 01.01.2014 Psychology Press Taylor & Francis Taylor & Francis Ltd
Subjects	Biological and medical sciences Child Child development Children Children & youth Cognitive Processes Computation Control Groups Correlation Developmental psychology Fundamental and applied biological sciences. Psychology Mathematics Mathematics Skills Michigan Numeracy Outcomes of Education Pretests Posttests Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Puzzles Scores Spatial Ability Spatial Relations Test Statistical Analysis Task Analysis Teaching Methods Training Michigan Human Mental rotation School age Spatial ability Cognition Mathematics Cognitive development Experimental study Child Psychological training
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Abstract	We tested whether mental rotation training improved math performance in 6- to 8-year-olds. Children were pretested on a range of number and math skills. Then one group received a single session of mental rotation training using an object completion task that had previously improved spatial ability in children this age (Ehrlich, Levine, & Goldin-Meadow, 2006 ). The remaining children completed crossword puzzles instead. Children's posttest scores revealed that those in the spatial training group improved significantly on calculation problems. In contrast, children in the control group did not improve on any math tasks. Further analyses revealed that the spatial training group's improvement was largely due to better performance on missing term problems (e.g., 4 + ____ = 11).
AbstractList	We tested whether mental rotation training improved math performance in 6- to 8-year-olds. Children were pretested on a range of number and math skills. Then one group received a single session of mental rotation training using an object completion task that had previously improved spatial ability in children this age (Ehrlich, Levine, & Goldin-Meadow, 2006). The remaining children completed crossword puzzles instead. Children's posttest scores revealed that those in the spatial training group improved significantly on calculation problems. In contrast, children in the control group did not improve on any math tasks. Further analyses revealed that the spatial training group's improvement was largely due to better performance on missing term problems (e.g., 4 + ____ = 11). [PUBLICATION ABSTRACT] We tested whether mental rotation training improved math performance in 6- to 8-year-olds. Children were pretested on a range of number and math skills. Then one group received a single session of mental rotation training using an object completion task that had previously improved spatial ability in children this age (Ehrlich, Levine, & Goldin-Meadow, 2006 ). The remaining children completed crossword puzzles instead. Children's posttest scores revealed that those in the spatial training group improved significantly on calculation problems. In contrast, children in the control group did not improve on any math tasks. Further analyses revealed that the spatial training group's improvement was largely due to better performance on missing term problems (e.g., 4 + ____ = 11). We tested whether mental rotation training improved math performance in 6- to 8-year-olds. Children were pretested on a range of number and math skills. Then one group received a single session of mental rotation training using an object completion task that had previously improved spatial ability in children this age (Ehrlich, Levine, & Goldin-Meadow, 2006). The remaining children completed crossword puzzles instead. Children's posttest scores revealed that those in the spatial training group improved significantly on calculation problems. In contrast, children in the control group did not improve on any math tasks. Further analyses revealed that the spatial training group's improvement was largely due to better performance on missing term problems (e.g., 4 + ____ = 11).
Author	Mix, Kelly S. Cheng, Yi-Ling
Author_xml	– sequence: 1 givenname: Yi-Ling surname: Cheng fullname: Cheng, Yi-Ling email: chengyil@msu.edu organization: Michigan State University – sequence: 2 givenname: Kelly S. surname: Mix fullname: Mix, Kelly S. organization: Michigan State University
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Keywords	Human Mental rotation School age Spatial ability Cognition Mathematics Cognitive development Experimental study Child Psychological training
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Snippet	We tested whether mental rotation training improved math performance in 6- to 8-year-olds. Children were pretested on a range of number and math skills. Then...
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SubjectTerms	Biological and medical sciences Child Child development Children Children & youth Cognitive Processes Computation Control Groups Correlation Developmental psychology Fundamental and applied biological sciences. Psychology Mathematics Mathematics Skills Michigan Numeracy Outcomes of Education Pretests Posttests Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Puzzles Scores Spatial Ability Spatial Relations Test Statistical Analysis Task Analysis Teaching Methods Training
Title	Spatial Training Improves Children's Mathematics Ability
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