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Linlin Dong; Yufeng Ke; Xiaodong Zhu; Shuang Liu; Dong Ming – npj Science of Learning, 2025
Mental rotation, a crucial aspect of spatial cognition, can be improved through repeated practice. However, the long-term effects of combining training with non-invasive brain stimulation and its neurophysiological correlates are not well understood. This study examined the lasting effects of a 10-day mental rotation training with high-definition…
Descriptors: Spatial Ability, Cognitive Ability, Long Term Memory, Drills (Practice)
Patro, Katarzyna; Fischer, Ursula; Nuerk, Hans-Christoph; Cress, Ulrike – Developmental Science, 2016
Spatial processing of numbers has emerged as one of the basic properties of humans' mathematical thinking. However, how and when number-space relations develop is a highly contested issue. One dominant view has been that a link between numbers and left/right spatial directions is constructed based on directional experience associated with reading…
Descriptors: Preschool Children, Spatial Ability, Numbers, Cognitive Development
Markant, Julie; Cicchetti, Dante; Hetzel, Susan; Thomas, Kathleen M. – Developmental Psychology, 2014
Early selective attention skills are a crucial building block for cognitive development, as attention orienting serves as a primary means by which infants interact with and learn from the environment. Although several studies have examined infants' attention orienting using the spatial cueing task, relatively few studies have examined…
Descriptors: Physiology, Neurology, Cognitive Development, Biochemistry
Shimi, Andria; Scerif, Gaia – Developmental Psychology, 2015
What cognitive processes influence how well we maintain information in visual short-term memory (VSTM)? We used a developmentally informed design to delve into the interplay of top-down spatial biases with the nature of the internal memory codes, motivated by documented changes for both factors over childhood. Seven-year-olds, 11-year-olds, and…
Descriptors: Short Term Memory, Spatial Ability, Attention, Bias
Liben, Lynn S. – 1975
This paper reports two related experiments, the first investigating whether children 3-7 years old demonstrate Flavell's Level-2 perspective-taking in a cognitively simple task, and the second re-examining children's performance on a task comparable to the Piagetian 3-mountain perspective-taking task. The first experiment involved a task which…
Descriptors: Cognitive Development, Egocentrism, Infants, Psychological Studies

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