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First demonstration of effective spatial training for near transfer to spatial performance and far transfer to a range of mathematics skills at 8 years

Gilligan, Katie A., Thomas, Michael S. C. and Farran, Emily K. (2019) First demonstration of effective spatial training for near transfer to spatial performance and far transfer to a range of mathematics skills at 8 years Developmental Science, e12909.

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Abstract

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, few studies have investigated transfer of spatial training gains to mathematics outcomes in children, and no known studies have compared different modes of spatial instruction (explicit vs. implicit instruction). Based on a sample of 250 participants, this study compared the effectiveness of explicit and implicit spatial instruction in eliciting near transfer (to the specific spatial skills trained), intermediate transfer (to untrained spatial skills) and far transfer (to mathematics domains) at age 8. Spatial scaling and mental rotation skills were chosen as training targets as previous studies have found, and proposed explanations for, associations between these skills and mathematics in children of this age (Journal of Experimental Psychology: General, 145, 2016 and 1206). In this study, spatial training led to near, intermediate and far transfer of gains. Mental visualization and proportional reasoning were proposed to explain far transfer from mental rotation and spatial scaling skills respectively. For most outcomes, except for geometry, there was no difference in the effectiveness of implicit (practice with feedback) compared to explicit instruction (instructional videos). From a theoretical perspective, the study identified a specific causal effect of spatial skills on mathematics skills in children. Practically, the results also highlight the potential of instructional videos as a method of introducing spatial thinking into the classroom.

Item Type: Article
Divisions : Faculty of Health and Medical Sciences > School of Psychology
Authors :
NameEmailORCID
Gilligan, Katie A.k.gilligan@surrey.ac.uk
Thomas, Michael S. C.
Farran, Emily K.e.farran@surrey.ac.uk
Date : 10 October 2019
DOI : 10.1111/desc.12909
Copyright Disclaimer : © 2019 The Authors. Developmental Science published by John Wiley & Sons Ltd This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Uncontrolled Keywords : Cognitive training; Explicit instruction; Mathematics; Mental rotation; Spatial scaling; Transfer
Additional Information : Funding for this research was provided by The Bloomsbury Colleges Ph.D. Scholarship Programme. This work was also supported by a Gorilla Award in Behavioural Science and the National Centre for Curriculum and Assessment (NCCA) Ireland. Thanks to Pari Patel for assistance coding number line data.
Depositing User : Diane Maxfield
Date Deposited : 13 Nov 2019 11:28
Last Modified : 13 Nov 2019 11:28
URI: http://epubs.surrey.ac.uk/id/eprint/853121

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