Does Mental Rotation Training Improve Arithmetic Competence in Children? Public
Sung, Ye Jin (2017)
Published
Abstract
Spatial ability is strongly correlated with mathematic competence and plays a crucial role in children's education (Uttal, Miller, & Newcombe, 2013), specifically in STEM (Science, Technology, Engineering, and Math). However, the causal link between spatial and mathematical reasoning is largely unstudied, limiting the practical implications of the potential relationship. The current study tests whether there is a causal relation between spatial and arithmetic ability by training children on mental rotation or language skills and assessing the impact of training on their arithmetic performance. In addition, this study aimed to develop and test the efficacy of a novel 7-day online-at-home training intervention by demonstrating the feasibility of an online procedure for 6- to 7-year-old children. Results suggested that the training groups were successful such that children in the spatial training group showed improvement on mental rotation measures and children in the language training group showed improvement on the language measure. However, we found no evidence of transfer of enhanced spatial performance to arithmetic competence. These findings have important theoretical and practical implications and may impact future training studies and real-life applications.
Table of Contents
Introduction ..................................................................................................................1
Method .........................................................................................................................8
Participants ...........................................................................................................8
Materials and Procedure ..........................................................................................8
Assessment of Arithmetic Competence ......................................................................9
Assessment of Spatial Ability ..................................................................................10
Additional Measures ..............................................................................................11
Online Training .....................................................................................................12
Results ........................................................................................................................13
Training completion ...............................................................................................13
Pre-test comparisons .............................................................................................13
Did Spatial Training Work? .....................................................................................14
Was Working Memory Responsible? ................................................................ 16
Did Language Training Work? ................................................................................. 16
Was Working Memory Responsible? .................................................................17
Does Spatial Training Improve Mathematic Competence? ............................................18
Missing Term Problems ..................................................................................18
Calculation ...................................................................................................18
Discussion ....................................................................................................................19
Limitations ............................................................................................................21
Future Directions ...................................................................................................22
References ................................................................................................................... 24
Appendix A .................................................................................................................. 27
Appendix B .................................................................................................................. 28
Appendix C .................................................................................................................. 29
Appendix D .................................................................................................................. 30
Appendix E ................................................................................................................... 31
Appendix F ................................................................................................................... 32
Appendix G .................................................................................................................. 33
Appendix H .................................................................................................................. 34
Appendix I ................................................................................................................... 35
Appendix J ................................................................................................................... 36
Appendix K ................................................................................................................... 37
About this Honors Thesis
| School | |
|---|---|
| Department | |
| Degree | |
| Submission | |
| Language |
|
| Research Field | |
| Mot-clé | |
| Committee Chair / Thesis Advisor | |
| Committee Members |
Primary PDF
| Thumbnail | Title | Date Uploaded | Actions |
|---|---|---|---|
|
|
Does Mental Rotation Training Improve Arithmetic Competence in Children? () | 2018-08-28 15:38:53 -0400 |
|
Supplemental Files
| Thumbnail | Title | Date Uploaded | Actions |
|---|