References
- Ansari, D., Donlan, C., Thomas, M., Ewing, S., Peen, T., & Karmiloff-Smith, A. (2003). What makes counting count? Verbal and visuo-spatial contributions to typical and atypical number development. Journal of Experimental Child Psychology, 85, 50–62. doi: https://doi.org/10.1016/S0022-0965(03)00026-2
- Aunio, P., Heiskari, P., Van Luit, J. E. H., & Vuorio, J.-M. (2015). The development of early numeracy skills in kindergarten in low-, average- and high-performance groups. Journal of Early Childhood Research, 13(1), 3–16. doi:https://doi.org/10.1177/1476718x14538722
- Bruce, C. D., & Hawes, Z. (2014). The role of 2D and 3D mental rotation in mathematics for young children: What is it? Why does it matter? And what can we do about it? ZDM – The International Journal on Mathematics Education, 473(4), 1–14. doi:https://doi.org/10.1007/s11858-014-0637
- Bruce, C. D., Moss, J., & Flynn, T. (2012). Report on year 1 of the math for young children lesson study research project. Toronto: Literacy and Numeracy Secretariat.
- Caldera, Y. M., Culp, A. M., O’Brien, M., Truglio, R. T., Alvarez, M., & Huston, A. C. (1999). Children’s play preferences, construction play with blocks, and visual-spatial skills: Are they related? International Journal of Behavioral Development, 23(4), 855–872. doi:https://doi.org/10.1080/016502599383577
- Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press.
- Casey, B. M., Andrews, N., Schindler, H., Kersh, J. E., Samper, A., & Copley, J. (2008). The development of spatial skills through interventions involving block building activities. Cognition and Instruction, 26(3), 269–309. doi:https://doi.org/10.1080/07370000802177177
- Casey, B. M., Dearing, E., Dulaney, A., Heyman, M., & Springer, R. (2014). Young girls’ spatial and arithmetic performance: The mediating role of maternal supportive interactions during joint spatial problem solving. Early Childhood Research Quarterly, 29(4), 636–648. doi:https://doi.org/10.1016/j.ecresq.2014.07.005
- Casey, B. M., Dearing, E., Vasilyeva, M., Ganley, C. M., & Tine, M. (2011). Spatial and numerical predictors of measurement performance: The moderating effects of community income and gender. Journal of Educational Psychology, 103(2), 296–311. doi:https://doi.org/10.1037/a0022516
- Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38–50. doi: https://doi.org/10.1044/0161-1461(2001/004)
- Cheng, Y.-L., & Mix, K. S. (2014). Spatial training improves children’s mathematics ability. Journal of Cognition and Development, 15(1), 2–11. doi:https://doi.org/10.1038/003281a0
- Clements, D. H. (2004). Geometric and spatial thinking in early childhood education. In D. H. Clements, J. Sarama, & A.-M. Di Biase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 267–298). Mahwah, NJ: Lawrence Earlbaum Associates, Inc.
- Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: The case of geometry. Journal of Mathematics Teacher Education, 14(2), 133–148. doi:https://doi.org/10.1007/s10857-011-9173-0
- Colom, R., Contreras, M. J., Botella, J., & Santacreu, J. (2002). Vehicles of spatial ability. Personality and Individual Differences, 32(5), 903–912. doi:https://doi.org/10.1016/S0191-8869(01)00095-2
- Dearing, E., Casey, B. M., Ganley, C. M., Tillinger, M., Laski, E., & Montecillo, C. (2012). Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences. Early Childhood Research Quarterly, 27(3), 458–470. Retrieved from http://remote.libproxy.wlu.ca/login?url=http://search.proquest.com/docview/922509971?accountid=15090 doi: https://doi.org/10.1016/j.ecresq.2012.01.002
- Desouza, J. M. S., & Czerniak, C. M. (2002). Social behaviors and gender differences among preschoolers: Implications for science activities. Journal of Research in Childhood Education, 16(2), 175–188. doi:https://doi.org/10.1080/02568540209594983
- Dilworth-Bart, J., Poehlmann, J., Hilgendorf, A. E., Miller, K., & Lambert, H. (2010). Maternal scaffolding and preterm toddlers’ visual-spatial processing and emerging working memory. Journal of Pediatric Psychology, 35(2), 209–220. doi: https://doi.org/10.1093/jpepsy/jsp048
- Doyle, R. A., Voyer, D., & Cherney, I. D. (2012). The relation between childhood spatial activities and spatial abilities in adulthood. Journal of Applied Developmental Psychology, 33(2), 112–120. doi:https://doi.org/10.1016/j.appdev.2012.01.002
- Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. doi: https://doi.org/10.1037/0012-1649.43.6.1428
- Fias, W., & Fischer, M. H. (2005). Spatial representations of numbers. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 43–54). New York: Psychology Press.
- Foster, M. E., Anthony, J. L., Clements, D. H., & Sarama, J. H. (2015). Processes in the development of mathematics in kindergarten children from title 1 schools. Journal of Experimental Child Psychology, 140, 56–73. doi:https://doi.org/10.1016/j.jecp.2015.07.004
- Frick, A., Ferrara, K., & Newcombe, N. S. (2013). Using a touch screen paradigm to assess the development of mental rotation between 3 and 5 1/2 years of age. Cognitive Processing, 14, 117–127. doi: https://doi.org/10.1007/s10339-012-0534-0
- Frick, A., Möhring, W., & Newcombe, N. S. (2015). Spatial abilities predict later mathematics achievement: A longitudinal study. Paper presented at the Society for Research in Child Development, Philadelphia, PA.
- Gilmore, C. K., McCarthy, S. E., & Spelke, E. S. (2010). Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling. Cognition, 115(3), 394–406. doi:https://doi.org/10.1016/j.cognition.2010.02.002
- Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: The role of the linear number line. Developmental Psychology, 48(5), 1229–1241. doi:https://doi.org/10.1037/a0027433
- Jirout, J. J., & Newcombe, N. S. (2015). Building blocks for developing spatial skills: Evidence from a large, representative US sample. Psychological Science, 26(3), 302–310. doi:https://doi.org/10.1177/0956797614563338
- Johnson, E. S., & Meade, A. C. (1987). Developmental patterns of spatial ability: An early sex difference. Child Development, 58(3), 725–740. doi:https://doi.org/10.2307/1130210
- Kaufman, A. S., & Kaufman, N. L. (1983). K-ABC Kaufman Assessment Battery for Children. Circle Pines, MN: American Guidance Service.
- Lachance, J. A., & Mazzocco, M. M. M. (2006). A longitudinal analysis of sex differences in math and spatial skills in primary school age children. Learning and Individual Differences, 16(3), 195–216. doi:https://doi.org/10.1016/j.lindif.2005.12.001
- Lehmann, J., Quaiser-Pohl, C., & Jansen, P. (2014). Correlation of motor skill, mental rotation, and working memory in 3- to 6-year-old children. European Journal of Developmental Psychology, 11(5), 560–573. doi:https://doi.org/10.1080/17405629.2014.888995
- Lemelin, J.-P., Boivin, M., Forget-Dubois, N., Dionne, G., Séguin, J. R., Brendgen, M., … Pérusse, D. (2007). The genetic-environmental etiology of cognitive school readiness and later academic achievement in early childhood. Child Development, 78(6), 1855–1869. doi:https://doi.org/10.1111/j.1467-8624.2007.01103.x
- Levine, S. C., Huttenlocher, J., Taylor, A., & Langrock, A. (1999). Early sex differences in spatial skill. Developmental Psychology, 35(4), 940–949. doi:https://doi.org/10.1037//0012-1649.35.4.940
- Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Cannon, J. (2012). Early puzzle play: A predictor of preschoolers’ spatial transformation skill. Developmental Psychology, 48(2), 530–542. doi:https://doi.org/10.1037/a0025913
- Levine, S. C., Vasilyeva, M., Lourenco, S. F., Newcombe, N. S., & Huttenlocher, J. (2005). Socioeconomic status modifies the sex difference in spatial skill. Psychological Science, 16(11), 841–845. doi:https://doi.org/10.1111/j.1467-9280.2005.01623.x
- Linn, M. C., & Peterson, A. C. (1985). Emergence and characterization of sex differences in spatial ability: A metaanalysis. Child Development, 56, 1479–1498. doi: https://doi.org/10.2307/1130467
- Lubinski, D. (2010). Spatial ability and STEM: A sleeping giant for talent identification and development. Personality and Individual Differences, 49, 344–351. doi: https://doi.org/10.1016/j.paid.2010.03.022
- Lynn, R., Fergusson, D. M., & Horwood, L. J. (2005). Gender differences in the WISC-R in New Zealand. Personality and Individual Differences, 39, 103–114. doi: https://doi.org/10.1016/j.paid.2004.12.009
- Markey, S. M. (2010). The relationship between visual-spatial reasoning ability and math and geometry problem solving. (Education Doctorae). American International College, Unpublished Education Doctorae Disseration, Ann Arbor, Michigan. Retrieved from http://search.proquest.com/docview/305131299
- Mix, K. S., & Cheng, Y. L. (2012). The relation between space and math: Developmental and educational implications. Advances in Child Development and Behavior, 42, 197–243. doi: https://doi.org/10.1016/B978-0-12-394388-0.00006-X
- Miyake, A., Friedman, N. P., Rettinger, D. A., Shah, P., & Hegarty, M. (2001). How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis. Journal of Experimental Psychology. General, 130, 621–640. doi: https://doi.org/10.1037/0096-3445.130.4.621
- Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). International student achievement in the TIMSS mathematics content and cognitive domains (Chapter 3). In I. V. S. Mullis, M. O. Martin, P. Foy, & A. Arora (Eds.), TIMSS 2011 international results in mathematics (pp. 139–171). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
- Newcombe, N. S. (2010). Picture this: Increasing math and science learning by improving spatial thinking. American Educator, 34(2), 29–43.
- Newcombe, N. S., & Frick, A. (2010). Early education for spatial intelligence: Why, what, and how. Mind, Brain, and Education, 4(3), 102–111. doi:https://doi.org/10.1111/j.1751-228X.2010.01089.x
- Pardo-Vazquez, J. L., & Fernandez-Rey, J. (2012). Working memory capacity and mental rotation: Evidence for a domain-general view. The Spanish Journal of Psychology, 15(3), 881–890. doi:https://doi.org/10.5209/rev_SJOP.2012.v15.n3.39381
- Pruden, S. M., Levine, S. C., & Huttenlocher, J. (2011). Children’s spatial thinking: Does talk about the spatial world matter? Developmental Science, 14(6), 1417–1430. doi:https://doi.org/10.1111/j.1467-7687.2011.01088.x
- Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79(2), 375–394. doi:https://doi.org/10.1111/j.1467-8624.2007.01131.x
- Roid, G. (2003). Stanford-Binet intelligence scales (5th ed). Itasca, IL: Riverside Publishing.
- Shepard, R. N., & Metzler, J. (1971). Mental rotation of three-dimensional objects. Science, 171, 701–703. doi: https://doi.org/10.1126/science.171.3972.701
- Siegler, R. S., & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75(2), 428–444. doi:https://doi.org/10.2307/3696649
- Smith, J. R., Brooks-Gunn, J., & Klebanov, P. K. (1997). Consequences of living in poverty for young children’s cognitive and verbal ability and early school achievement. In G. J. Duncan, & J. Brooks-Gunn (Eds.), Consequences of growing up poor (pp. 132–189). New York: Russell Sage Foundation.
- Tolar, T. D., Lederberg, A. R., & Fletcher, J. M. (2009). A structural model of algebra achievement: Computational fluency and spatial visualisation as mediators of the effect of working memory on algebra achievement. Educational Psychology, 29(2), 239–266. doi:https://doi.org/10.1080/01443410802708903
- Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139(2), 352–402. doi:https://doi.org/10.1037/a0028446
- Vandenberg, S. G., & Kuse, A. R. (1978). Mental rotations. A group test of three-dimensional spatial visualization. Perceptual and Motor Skills, 47, 599–604. doi: https://doi.org/10.2466/pms.1978.47.2.599
- Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. S. (2017). Links between spatial and mathematical skills across the preschool years. Monographs of the Society for Research in Child Development, 82(1), 1–150. doi: https://doi.org/10.1111/mono.12263
- Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., Newcombe, N. S., Filipowicz, A. T., & Chang, A. (2014). Deconstructing building blocks: Preschoolers’ spatial assembly performance relates to early mathematical skills. Child Development, 85(3), 1062–1076. doi:https://doi.org/10.1111/cdev.12165
- Verdine, B. N., Irwin, C. M., Golinkoff, R. M., & Hirsh-Pasek, K. (2014). Contributions of executive function and spatial skills to preschool mathematics achievement. Journal of Experimental Child Psychology, 126, 37–51. doi:https://doi.org/10.1016/j.jecp.2014.02.012
- Voyer, D., Voyer, S., & Bryden, M. P. (1995). Magnitude of sex differences in spatial abilities: A meta-analysis and consideration of critical variables. Psychological Bulletin, 117(2), 250–270. doi:https://doi.org/10.1037/0033-2909.117.2.250
- Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal for Educational Psychology, 101(4), 817–835. doi: https://doi.org/10.1037/a0016127
- Wolfgang, C. H., Stannard, L. L., & Jones, I. (2001). Block play performance among preschoolers as a predictor of later school achievement in mathematics. Journal of Research in Childhood Education, 15(2), 173–180. Retrieved from https://libproxy.wlu.ca/login?url=http://search.proquest.com/docview/62260636?accountid=15090 doi: https://doi.org/10.1080/02568540109594958
- Wolfgang, C. H., Stannard, L. L., & Jones, I. (2003). Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics. Early Child Development and Care, 173(5), 467–475. doi:https://doi.org/10.1080/0300443032000088212