I. SPATIAL SKILLS, THEIR DEVELOPMENT, AND THEIR LINKS TO MATHEMATICS
I. SPATIAL SKILLS, THEIR DEVELOPMENT, AND THEIR LINKS TO MATHEMATICS
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DOI：
10.1111/mono.12280
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发表时间：
2017-03-01
影响因子：
9.5
通讯作者：
Newcombe, Nora S.
中科院分区：
文献类型：
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作者：
Verdine, Brian N.;Golinkoff, Roberta Michnick;Newcombe, Nora S.
了解空间技能的发展对于促进入学准备和提高STEM（科学、技术、工程和数学）领域的整体成功非常重要（例如，Wai, Lubinski, Benbow, & Steiger, 2010）。孩子们运用他们的空间技能来理解世界，包括想象物体是如何组合在一起的，并可以通过空间组装活动（如拼图或积木）来练习这些技能。这些技能被纳入综合智力的衡量标准，并与数学（Mix & Cheng, 2012）和科学（Pallrand & Seeber, 1984; Pribyl & Bodner, 1987）等学科的成功有关。这篇专著试图回答关于早期空间技能发展的四个问题：1)我们能否可靠地测量3岁和4岁儿童的空间技能？2) 3岁时测量的空间技能能否预测5岁时的空间技能？3)学前空间技能能否预测5岁儿童的数学技能？4)哪些因素导致了学龄前儿童空间技能的个体差异（如社会经济地位、性别、精细运动技能、词汇和执行功能）？一项针对3岁儿童的新的空间技能测试（称为TOSA (test of spatial Assembly)）产生的纵向数据表明，它是一种可靠而有效的早期空间技能测量方法，为5岁时用现有测试测量的空间技能提供了强有力的预测。使用这种测量方法的新数据发现了早期空间技能与数学、语言和执行功能技能之间的联系。分析表明，学前空间体验可能在儿童入学前后的数学技能中发挥核心作用。执行功能技能为预测数学表现提供了额外的独特贡献。此外，个体差异，特别是社会经济地位，与空间和数学技能有关。最后，我们探讨了如何为儿童提供丰富的早期空间体验。
Understanding the development of spatial skills is important for promoting school readiness and improving overall success in STEM (science, technology, engineering, and mathematics) fields (e.g., Wai, Lubinski, Benbow, & Steiger, 2010). Children use their spatial skills to understand the world, including visualizing how objects fit together, and can practice them via spatial assembly activities (e.g., puzzles or blocks). These skills are incorporated into measures of overall intelligence and have been linked to success in subjects like mathematics (Mix & Cheng, 2012) and science (Pallrand & Seeber, 1984; Pribyl & Bodner, 1987). This monograph sought to answer four questions about early spatial skill development: 1) Can we reliably measure spatial skills in 3- and 4-year-olds?; 2) Do spatial skills measured at 3 predict spatial skills at age 5?; 3) Do preschool spatial skills predict mathematics skills at age 5?; and 4) What factors contribute to individual differences in preschool spatial skills (e.g., SES, gender, fine-motor skills, vocabulary, and executive function)? Longitudinal data generated from a new spatial skill test for 3-year-old children, called the TOSA (Test of Spatial Assembly), show that it is a reliable and valid measure of early spatial skills that provides strong prediction to spatial skills measured with established tests at age 5. New data using this measure finds links between early spatial skill and mathematics, language, and executive function skills. Analyses suggest that preschool spatial experiences may play a central role in children's mathematical skills around the time of school entry. Executive function skills provide an additional unique contribution to predicting mathematical performance. In addition, individual differences, specifically socioeconomic status, are related to spatial and mathematical skill. We conclude by exploring ways of providing rich early spatial experiences to children.