TODO: Skip to main content
Top
Gepubliceerd in:

29-05-2019 | Original Article

Does training mental rotation transfer to gains in mathematical competence? Assessment of an at-home visuospatial intervention

Auteurs: Chi-Ngai Cheung, Jenna Y. Sung, Stella F. Lourenco

Gepubliceerd in: Psychological Research | Uitgave 7/2020

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

The current study examined whether the effect of spatial training transfers to the math domain. Sixty-two 6- and 7-year-olds completed an at-home 1-week online training intervention. The spatial-training group received mental rotation training, whereas the active control group received literacy training in a format that matched the spatial training. Results revealed near transfer of mental rotation ability in the spatial-training group. More importantly, there was also far transfer to canonical arithmetic problems, such that children in the spatial-training group performed better on these math problems than children in the control group. Such far transfer could not be attributed to general cognitive improvement, since no improvement was observed for non-symbolic quantity processing, verbal working memory (WM), or language ability following spatial training. Spatial training may have benefitted symbolic arithmetic performance by improving visualization ability, access to the mental number line, and/or increasing the capacity of visuospatial WM.
Bijlagen
Deze inhoud is alleen zichtbaar als je bent ingelogd en de juiste rechten hebt.
Voetnoten
Deze inhoud is alleen zichtbaar als je bent ingelogd en de juiste rechten hebt.
Literatuur
Deze inhoud is alleen zichtbaar als je bent ingelogd en de juiste rechten hebt.
Metagegevens
Titel
Does training mental rotation transfer to gains in mathematical competence? Assessment of an at-home visuospatial intervention
Auteurs
Chi-Ngai Cheung
Jenna Y. Sung
Stella F. Lourenco
Publicatiedatum
29-05-2019
Uitgeverij
Springer Berlin Heidelberg
Gepubliceerd in
Psychological Research / Uitgave 7/2020
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI
https://doi.org/10.1007/s00426-019-01202-5