The relationship between mental rotation and arithmetic: do number line estimation, working memory, or place‐value concept matter?

2020 ◽  
Author(s):  
Xiujie Yang ◽  
Xiao Yu
Keyword(s):  
Working Memory ◽  
Mental Rotation ◽  
Number Line ◽  
Place Value ◽  
Number Line Estimation ◽  
The Relationship ◽  
Value Concept

The relationship between number line estimation and arithmetic competencies depends on age, operation and skill

2013 ◽  
Author(s):  
Julia Bahnmueller ◽  
Stefan Huber ◽  
Korbinian Moeller ◽  
Hans-Christoph Nuerk
Keyword(s):  
Number Line ◽  
Number Line Estimation ◽  
The Relationship

Individual Differences in Visuo-Spatial Working Memory and Real-World Wayfinding

2009 ◽  
Vol 68 (1) ◽  
pp. 7-16 ◽  
Author(s):  
Raffaella Nori ◽  
Sonia Grandicelli ◽  
Fiorella Giusberti
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Mental Rotation ◽  
Real World ◽  
Spatial Working Memory ◽  
Botanical Garden ◽  
Spatial Problem ◽  
Copying Task ◽  
The Relationship ◽  
Corsi Block Task

The present research investigated the relationship between individual differences in visuo-spatial working memory (VSWM) and wayfinding performance in adults. Forty participants completed a battery of tasks measuring VSWM (Mental Rotation Task, Corsi Block Task, Copying Task, and Spatial Problem Task) and covered an unfamiliar route in a botanical garden. Our findings showed that VSWM was involved in wayfinding performance: High-VSWM participants performed the wayfinding task with fewer errors and faster and paused less frequently along the route than did low-VSWM participants. Our results suggest that different aspects of working memory, that is, active/passive and visual/sequential/simultaneous subcomponents, are involved in remembering an unfamiliar real-world route.

Place-value understanding in number line estimation predicts future arithmetic performance

2016 ◽  
Vol 34 (4) ◽  
pp. 502-517 ◽  
Author(s):  
Julia F. Dietrich ◽  
Stefan Huber ◽  
Tanja Dackermann ◽  
Korbinian Moeller ◽  
Ursula Fischer
Keyword(s):  
Number Line ◽  
Place Value ◽  
Number Line Estimation ◽  
Arithmetic Performance

scholarly journals Deciphering the format of representations in mental imagery and establishing the relationship between mental imagery and visual working memory in primary school children and adulthood

2020 ◽  
Author(s):  
Kathryn E Bates ◽  
Emily Farran
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Mental Rotation ◽  
Visual Working Memory ◽  
Mental Imagery ◽  
Research Question ◽  
Component Model ◽  
Primary School Children ◽  
Image Generation ◽  
The Relationship

We addressed three research gaps related to Mental imagery (MI) in children. First, MI relies on depictive representations of varied visual precision in adults, however evidence for individual differences in visual precision of MI in children is lacking. Second, researchers have employed a four sub-component model (Image Generation, Image Maintenance, Mental Rotation, Image Scanning) to investigate the development of MI, however findings are mixed. Finally, shared mechanisms between MI and Visual Working Memory (VWM) are suggested in adult literature, yet this relationship has not been tested directly in children. Using a novel battery of MI tasks, we found evidence for visual images of high precision from age 6 years (children aged 6-11 years [N=92], adults [N=58]). Moreover, we found that participants make similar errors when estimating varying distances in both visual perception and mental imagery: participants of all ages underestimated distance, and this increased with increasing distance. To address our second research question, we report evidence to support a separable-component model of MI in children, with some components (Image Generation and Image Maintenance, Image Maintenance and Mental Rotation) becoming more integrated in adulthood. With respect to our final research question, we found a dissociation between MI and VWM in both children and adults. Our findings extend current understanding of development of MI from childhood to adulthood and broadly suggest that while MI components are dissociated in childhood, they are integrated in adulthood. Moreover, the findings highlight the importance of considering individual differences in the format of representations and strategy use when deciphering the relationship between MI and VWM in both children and adults.

scholarly journals Domain-specific and domain-general training to improve kindergarten children’s mathematics

2017 ◽  
Vol 3 (2) ◽  
pp. 468-495 ◽  
Author(s):  
Geetha B. Ramani ◽  
Susanne M. Jaeggi ◽  
Emily N. Daubert ◽  
Martin Buschkuehl
Keyword(s):  
Working Memory ◽  
Low Income ◽  
Conceptual Knowledge ◽  
Number Line ◽  
Kindergarten Children ◽  
Numerical Magnitude ◽  
Control Group ◽  
Domain Specific ◽  
Number Line Estimation ◽  
Numerical Knowledge

Ensuring that kindergarten children have a solid foundation in early numerical knowledge is of critical importance for later mathematical achievement. In this study, we targeted improving the numerical knowledge of kindergarteners (n = 81) from primarily low-income backgrounds using two approaches: one targeting their conceptual knowledge, specifically, their understanding of numerical magnitudes; and the other targeting their underlying cognitive system, specifically, their working memory. Both interventions involved playing game-like activities on tablet computers over the course of several sessions. As predicted, both interventions improved children’s numerical magnitude knowledge as compared to a no-contact control group, suggesting that both domain-specific and domain-general interventions facilitate mathematical learning. Individual differences in effort during the working memory game, but not the number knowledge training game predicted children’s improvements in number line estimation. The results demonstrate the potential of using a rapidly growing technology in early childhood classrooms to promote young children’s numerical knowledge.

scholarly journals Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

2017 ◽  
Vol 3 (2) ◽  
pp. 417-440 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Eveline M. Schoevers
Keyword(s):  
Working Memory ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Number Line ◽  
Primary School Children ◽  
Domain Specific ◽  
Mathematical Abilities ◽  
Visual Spatial ◽  
Number Line Estimation ◽  
Visual Spatial Working Memory

In this study, it was investigated how domain-specific (number sense) and domain-general (working memory, creativity) factors explain the variance in mathematical abilities in primary school children. A total of 166 children aged 8 to 10 years old participated. Several tests to measure math ability, mathematical creativity, number sense, verbal and visual spatial working memory and creativity were administered. Data were analyzed with a series of correlation and regression analyses. Number sense, working memory and creativity were all found to be important predictors of academic and creative mathematical ability. Furthermore, groups with math learning disabilities (MLD) and mathematical giftedness (MG) were compared to a typically developing (TD) group. The results show that the MLD group scored lower on number line estimation and visual spatial working memory than the TD group, while the MG group differed from the TD group on visual spatial working memory and creativity. It is concluded that creativity plays a significant role in mathematics, above working memory and number sense.

Enhancing Spatial Ability Through Sport Practice

2012 ◽  
Vol 33 (2) ◽  
pp. 83-88 ◽  
Author(s):  
David Moreau ◽  
Jérome Clerc ◽  
Annie Mansy-Dannay ◽  
Alain Guerrien
Keyword(s):  
Mental Rotation ◽  
Spatial Representations ◽  
Mental Rotation Test ◽  
Sport Training ◽  
Sport Practice ◽  
Undergraduate University Students ◽  
Before And After ◽  
Cognitive Plasticity ◽  
Reported Data ◽  
The Relationship

This experiment investigated the relationship between mental rotation and sport training. Undergraduate university students (n = 62) completed the Mental Rotation Test ( Vandenberg & Kuse, 1978 ), before and after a 10-month training in two different sports, which either involved extensive mental rotation ability (wrestling group) or did not (running group). Both groups showed comparable results in the pretest, but the wrestling group outperformed the running group in the posttest. As expected from previous studies, males outperformed women in the pretest and the posttest. Besides, self-reported data gathered after both sessions indicated an increase in adaptive strategies following training in wrestling, but not subsequent to training in running. These findings demonstrate the significant effect of training in particular sports on mental rotation performance, thus showing consistency with the notion of cognitive plasticity induced from motor training involving manipulation of spatial representations. They are discussed within an embodied cognition framework.

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