Spatial skills and number skills in preschool children: The moderating role of spatial anxiety

心理学 感知 焦虑 空间能力 认知 发展心理学 空间认知 空间关系 认知心理学 情感(语言学) 心理旋转 空间分析 沟通 统计 人工智能 计算机科学 精神科 神经科学 数学
作者
Xiangzi Ouyang,Xiao Zhang,Qiusi Zhang
出处
期刊:Cognition [Elsevier BV]
卷期号:225: 105165-105165 被引量:6
标识
DOI:10.1016/j.cognition.2022.105165
摘要

Spatial ability is a strong and stable predictor of mathematical performance. However, of the three key components of spatial ability, spatial perception and spatial visualization have received less attention than mental rotation in relation to specific mathematical competencies of young children. Even less is known about the role of spatial anxiety in this relationship. This study examined the longitudinal relations of spatial perception and spatial visualization to three number skills (i.e., number line estimation, subitizing, and word problem-solving) among 190 preschool children, and whether these relations varied as a function of spatial anxiety. The results showed that children's spatial perception and spatial visualization skills, measured in the third preschool year (Time 1 [T1]), were positively associated with their word problem-solving six months later (Time 2 [T2]). Children's T1 spatial perception was also positively associated with their T2 subitizing and number line skills. In addition, T1 spatial anxiety moderated the relation between T1 spatial perception and T2 subitizing: the relation between the two was stronger for children with low levels of spatial anxiety than it was for those with moderate or high levels. The findings offer valuable insights into how spatial cognition and affect jointly relate to children's early number skills.
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