Spatial Processing in Infancy Predicts Both Spatial and Mathematical Aptitude in Childhood.
Despite considerable interest in the role of spatial intelligence in science, technology, engineering, and mathematics (STEM) achievement, little is known about the ontogenetic origins of individual differences in spatial aptitude or their relation to later accomplishments in STEM disciplines. The current study provides evidence that spatial processes present in infancy predict interindividual variation in both spatial and mathematical competence later in development. Using a longitudinal design, we found that children's performance on a brief visuospatial change-detection task administered between 6 and 13 months of age was related to their spatial aptitude (i.e., mental-transformation skill) and mastery of symbolic-math concepts at 4 years of age, even when we controlled for general cognitive abilities and spatial memory. These results suggest that nascent spatial processes present in the first year of life not only act as precursors to later spatial intelligence but also predict math achievement during childhood.
['Lauer|Jillian E|JE|', 'Lourenco|Stella F|SF|']
D000124:Achievement D001076:Aptitude D002675:Child, Preschool D003071:Cognition D005260:Female D006801:Humans D007206:Individuality D007223:Infant D007360:Intelligence D008137:Longitudinal Studies D008297:Male D055641:Mathematical Concepts D008570:Memory, Short-Term D010364:Pattern Recognition, Visual D011237:Predictive Value of Tests D065855:Spatial Processing
mental-transformation skill cognitive development spatial cognition symbolic mathematics