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Pathways from Spatial Skills to Mathematics: The Roles of Gender and Fluid Reasoning
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Danielle Harris; Ilyse Resnick; Tracy Logan; Tom Lowrie – Developmental Science, 2025
There are contentious and persistent gender differences reported in some measures of spatial skills, particularly mental rotation and, to a lesser extent, perspective-taking, which may have an impact on mathematics success. Furthermore, pathways between spatial skills and mathematics may be mediated by other cognitive factors, such as fluid…
Descriptors: Spatial Ability, Mathematics Education, Mathematics Achievement, Sex Role
Neurocognitive Mechanisms of Co-Occurring Math Difficulties in Dyslexia: Differences in Executive Function and Visuospatial Processing
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Rebecca A. Marks; Courtney Pollack; Steven L. Meisler; Anila M. D'Mello; Tracy M. Centanni; Rachel R. Romeo; Karolina Wade; Anna A. Matejko; Daniel Ansari; John D. E. Gabrieli; Joanna A. Christodoulou – Developmental Science, 2024
Children with dyslexia frequently also struggle with math. However, studies of reading disability (RD) rarely assess math skill, and the neurocognitive mechanisms underlying co-occurring reading and math disability (RD+MD) are not clear. The current study aimed to identify behavioral and neurocognitive factors associated with co-occurring MD among…
Descriptors: Dyslexia, Executive Function, Visual Perception, Spatial Ability
Children with Dyslexia Show No Deficit in Exogenous Spatial Attention but Show Differences in Visual Encoding
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Mahalakshmi Ramamurthy; Alex L. White; Jason D. Yeatman – Developmental Science, 2024
In the search for mechanisms that contribute to dyslexia, the term "attention" has been invoked to explain performance in a variety of tasks, creating confusion since all tasks do, indeed, demand "attention." Many studies lack an experimental manipulation of attention that would be necessary to determine its influence on task…
Descriptors: Children, Adolescents, Dyslexia, Spatial Ability
Development of Bilateral Parietal Activation for Complex Visual-Spatial Function: Evidence from a Visual-Spatial Construction Task
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Ferrara, Katrina; Seydell-Greenwald, Anna; Chambers, Catherine E.; Newport, Elissa L.; Landau, Barbara – Developmental Science, 2021
The neural representation of visual-spatial functions has traditionally been ascribed to the right hemisphere, but little is known about these representations in children, including whether and how lateralization of function changes over the course of development. Some studies suggest bilateral activation early in life that develops toward…
Descriptors: Child Development, Spatial Ability, Cognitive Development, Brain Hemisphere Functions
Tracing the Origins of the STEM Gender Gap: The Contribution of Childhood Spatial Skills
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Tian, Jing; Ren, Kexin; Newcombe, Nora S.; Weinraub, Marsha; Vandell, Deborah Lowe; Gunderson, Elizabeth A. – Developmental Science, 2023
Despite some gains, women continue to be underrepresented in many science, technology, engineering, and math (STEM) fields. Using a national longitudinal dataset of 690 participants born in 1991, we tested whether spatial skills, measured in middle childhood, would help explain this gender gap. We modeled the relation between 4th-grade spatial…
Descriptors: STEM Education, Spatial Ability, Children, Gender Differences
Development of Spatial Biases in School-Aged Children
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Hoyos, Patricia M.; Kim, Na Yeon; Cheng, Debby; Finkelston, Abigail; Kastner, Sabine – Developmental Science, 2021
In the adult brain, biases in the allocation of spatial attention can be measured using a line bisection task and are directly relatable to neural attention signals in the fronto-parietal attention network. Behavioral studies on the development of spatial biases have yielded a host of inconsistent results, likely due to variance in sample size,…
Descriptors: Spatial Ability, Bias, Cognitive Development, Children
Examining Relations between Performance on Non-Verbal Executive Function and Verbal Self-Regulation Tasks in Demographically-Diverse Populations
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Dutra, Natália B.; Chen, Lydia; Anum, Adote; Burger, Oskar; Davis, Helen E.; Dzokoto, Vivian A.; Fong, Frankie T. K.; Ghelardi, Sabrina; Mendez, Kimberly; Messer, Emily J. E.; Newhouse, Morgan; Nielsen, Mark G.; Ramos, Karlos; Rawlings, Bruce; dos Santos, Renan A. C.; Silveira, Lara G. S.; Tucker-Drob, Elliot M.; Legare, Cristine H. – Developmental Science, 2022
Self-regulation is a widely studied construct, generally assumed to be cognitively supported by executive functions (EFs). There is a lack of clarity and consensus over the roles of specific components of EFs in self-regulation. The current study examines the relations between performance on (a) a self-regulation task (Heads, Toes, Knees Shoulders…
Descriptors: Executive Function, Self Control, Short Term Memory, Visual Perception
First Demonstration of Effective Spatial Training for Near Transfer to Spatial Performance and Far Transfer to a Range of Mathematics Skills at 8 Years
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Gilligan, Katie A.; Thomas, Michael S. C.; Farran, Emily K. – Developmental Science, 2020
There is evidence that spatial thinking is malleable, and that spatial and mathematical skills are associated (Mix et al. [2016] "Journal of Experimental Psychology: General," 145, 1206; Mix et al. [2017] "Journal of Cognition and Development," 18, 465; Uttal et al. [2013] "Psychological Bulletin," 139, 352). However,…
Descriptors: Spatial Ability, Mathematics Skills, Children, Transfer of Training
Training with a Three-Dimensional Multiple Object-Tracking (3D-MOT) Paradigm Improves Attention in Students with a Neurodevelopmental Condition: A Randomized Controlled Trial
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Tullo, Domenico; Guy, Jacalyn; Faubert, Jocelyn; Bertone, Armando – Developmental Science, 2018
The efficacy of attention training paradigms is influenced by many factors, including the specificity of targeted cognitive processes, accuracy of outcome measures, accessibility to specialized populations, and adaptability to user capability. These issues are increasingly significant when working with children diagnosed with neurodevelopmental…
Descriptors: Attention, Experimental Groups, Control Groups, Children
Interactions between Levels of Attention Ability and Levels of Bilingualism in Children's Executive Functioning
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Sorge, Geoff B.; Toplak, Maggie E.; Bialystok, Ellen – Developmental Science, 2017
Attention difficulty is associated with poor performance on executive functioning (EF) tasks, yet EF is enhanced in bilingual children. However, no research to date has investigated the possible interaction between bilingualism and attention ability in children to determine the consequences for EF when both are present. We assessed a sample of…
Descriptors: Executive Function, Bilingualism, Attention Control, Children
Verbal--Spatial IQ Discrepancies Impact Brain Activation Associated with the Resolution of Cognitive Conflict in Children and Adolescents
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Margolis, Amy E.; Davis, Katie S.; Pao, Lisa S.; Lewis, Amy; Yang, Xiao; Tau, Gregory; Zhao, Guihu; Wang, Zhishun; Marsh, Rachel – Developmental Science, 2018
Verbal--spatial discrepancies are common in healthy individuals and in those with neurodevelopmental disorders associated with cognitive control deficits including: Autism Spectrum Disorder, Non-Verbal Learning Disability, Fragile X, 22q11 deletion, and Turner Syndrome. Previous data from healthy individuals suggest that the magnitude of the…
Descriptors: Verbal Ability, Spatial Ability, Autism, Pervasive Developmental Disorders
Gaze-Based Rehearsal in Children under 7: A Developmental Investigation of Eye Movements during a Serial Spatial Memory Task
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Morey, Candice C.; Mareva, Silvana; Lelonkiewicz, Jaroslaw R.; Chevalier, Nicolas – Developmental Science, 2018
The emergence of strategic verbal rehearsal at around 7 years of age is widely considered a major milestone in descriptions of the development of short-term memory across childhood. Likewise, rehearsal is believed by many to be a crucial factor in explaining why memory improves with age. This apparent qualitative shift in mnemonic processes has…
Descriptors: Eye Movements, Mnemonics, Child Development, Qualitative Research
Why Do Spatial Abilities Predict Mathematical Performance?
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Tosto, Maria Grazia; Hanscombe, Ken B.; Haworth, Claire M. A.; Davis, Oliver S. P.; Petrill, Stephen A.; Dale, Philip S.; Malykh, Sergey; Plomin, Robert; Kovas, Yulia – Developmental Science, 2014
Spatial ability predicts performance in mathematics and eventual expertise in science, technology and engineering. Spatial skills have also been shown to rely on neuronal networks partially shared with mathematics. Understanding the nature of this association can inform educational practices and intervention for mathematical underperformance.…
Descriptors: Spatial Ability, Prediction, Mathematics Achievement, Twins
Electrophysiological Measures of Resting State Functional Connectivity and Their Relationship with Working Memory Capacity in Childhood
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Barnes, Jessica J.; Woolrich, Mark W.; Baker, Kate; Colclough, Giles L.; Astle, Duncan E. – Developmental Science, 2016
Functional connectivity is the statistical association of neuronal activity time courses across distinct brain regions, supporting specific cognitive processes. This coordination of activity is likely to be highly important for complex aspects of cognition, such as the communication of fluctuating task goals from higher-order control regions to…
Descriptors: Short Term Memory, Children, Brain, Cognitive Processes
Reading Skill-Fractional Anisotropy Relationships in Visuospatial Tracts Diverge Depending on Socioeconomic Status
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Gullick, Margaret M.; Demir-Lira, Özlem Ece; Booth, James R. – Developmental Science, 2016
Low socioeconomic status (SES) has been repeatedly linked with decreased academic achievement, including lower reading outcomes. Some lower SES children do show skills and scores commensurate with those of their higher SES peers, but whether their abilities stem from the same systems as high SES children or are based on divergent strategies is…
Descriptors: Reading Skills, Socioeconomic Status, Low Income Students, Brain
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