The Development of Spatial Skills in Elementary School Students

Autor/inn/en	Carr, Martha; Alexeev, Natalia; Wang, Lu; Barned, Nicole; Horan, Erin; Reed, Adam
Titel	The Development of Spatial Skills in Elementary School Students
Quelle	In: Child Development, 89 (2018) 2, S.446-460 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Lu) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12753
Schlagwörter	Spatial Ability; Skill Development; Elementary School Students; Mathematics Achievement; Prediction; Child Development; Profiles; Short Term Memory; Socioeconomic Status; Verbal Ability; Gender Differences; Longitudinal Studies; Tests; Mathematics Tests; Role + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Kompetenzentwicklung; Qualifikationsentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorhersage; Kindesentwicklung; Charakterisierung; Profilanalyse; Kurzzeitgedächtnis; Socio-economic status; Sozioökonomischer Status; Mündliche Leistung; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Examination; Prüfung; Examen; Rollen
Abstract	Through five waves of data collection, this longitudinal study investigated the development of spatial skills in 304 elementary school children (M[subscript age] = 7.64 years) as they progressed from the second to fourth grade. The study focused on whether multiple latent classes with different developmental profiles best explain development. Spatial skills were measured by tests featuring two-dimensional figures. Mathematics achievement was measured by the statewide end-of-year test and was included as a distal outcome variable. The role of covariates, including socioeconomic status, verbal working memory, and gender, was also explored. The results indicate a need to view two-dimensional spatial skills development as multidimensional with two developmental profiles predicted by socioeconomic status, verbal working memory, and gender. The developmental profiles predicted differences in mathematics achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01