Deconstructing building blocks: preschoolers' spatial assembly performance relates to early mathematical skills.
Deconstructing building blocks: preschoolers' spatial assembly performance relates to early mathematical skills.
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DOI：
10.1111/cdev.12165
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发表时间：
2014-05
影响因子：
4.6
通讯作者：
Chang A
中科院分区：
文献类型：
--
作者：
Verdine BN;Golinkoff RM;Hirsh-Pasek K;Newcombe NS;Filipowicz AT;Chang A
本研究主要有三个目的：第一，采用连锁积木结构（N = 102）考察3岁儿童的空间组装技能。详细的评分方案提供了对早期空间处理的深入了解，并提供了基本准确性评分之外的信息。第二，空间组装的关系，早期数学技能进行了评估。空间技能独立预测了同时数学表现的显着差异。最后，空间组装技能与社会经济地位，性别和父母报告的空间语言之间的关系进行了研究。虽然儿童的表现没有性别差异，低社会经济地位的儿童已经落后于高社会经济地位的儿童在块组装。此外，较低的SES父母报告说，使用显着较少的空间字与他们的孩子。
This study focuses on three main goals: First, 3-year-olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematics skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematics performance. Finally, the relationship between spatial assembly skill and socioeconomic status, gender, and parent-reported spatial language was examined. While children's performance did not differ by gender, lower-SES children were already lagging behind higher-SES children in block assembly. Furthermore, lower-SES parents reported using significantly fewer spatial words with their children.
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