Visual-spatial processing in young children: Mathematical models, cognitive correlates, and cross-disciplinary implications

这项研究是应用数学研究如何用于告知与视觉空间处理相关的跨学科问题的一个例子。虽然已经进行了大量的研究，其中算术和算术（特别是计数）的发展方式在幼儿，相对较少的实验研究已经进行了视觉空间处理（或几何推理）和相关的数学模型。然而，视觉空间推理已经与许多领域的强烈兴趣，如技术，医学（即，细胞学、运动障碍、数字医疗干预）和城市规划等。先前的研究表明，幼儿的视觉空间处理在工作记忆、阅读（例如，阅读障碍），执行功能（例如，注意力），和学习（例如，视觉空间学习者的差异化教学，学习障碍）。出于对视觉空间处理的理解和研究的这种差距，本研究计划通过实验研究了12至60个月大的儿童视觉空间处理的发展。本研究的主要问题是：（1）给定一组视觉空间任务（或几何结构），12个月至72个月幼儿的视觉空间加工是如何发展的？(2)在12个月到60个月的儿童中，视觉空间处理的发展涉及哪些相关的认知过程？(3)什么数学模型可以解释这种现象，（4）这些模型如何为生物科学和计算机工程中与视觉空间感知相关的研究提供信息？ 这种应用数学研究基本上是跨学科的数学，认知科学，心理学，健康科学和教育。 这项研究计划的未来方向包括与遗传学家和神经科学家的交叉合作计划。

This research is an example of how applied mathematics research can be used to inform cross-disciplinary issues related to visual-spatial processing. While much research has been conducted on the ways in which numeracy and arithmetic (particularly counting) develops in young children, comparatively less experimental research has been conducted on visual-spatial processing (or geometric reasoning) and the related mathematical models. Yet, visual-spatial reasoning has been linked to many areas of intense interest such as technology, medicine (i.e., cytology, movement disorders, digital medical interventions), and urban planning, to name a few. Previous research has shown that visual-spatial processing in young children has implications in the areas of, but not limited to, working memory , reading (e.g., dyslexia), executive function (e.g., attention), and learning (e.g., differentiating instruction for visual-spatial learners, learning disabilities). Motivated by this gap in understanding and research in visual-spatial processing, this program of research investigates experimentally the development of visual-spatial processing in children ages 12 to 60 months old. The broad research questions guiding this research program are: (1) Given a set of visual-spatial tasks (or geometric structures), how does visual-spatial processing develop in young children from 12 months to 72 months? (2) What associated cognitive processes are involved in the development of visual-spatial processing in children 12 months to 60 months of age? (3) What mathematical models explain this phenomenon, (4) How can these models inform research in the biological sciences and computer engineering related to visual-spatial perception? This applied mathematics research is fundamentally interdisciplinary drawing on mathematics, cognitive science, psychology, health sciences, and education. Future directions in this research program include plans for cross-collaborations with geneticist and neuroscientists.