Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematics Skills
Identifieur interne : 001C89 ( Main/Merge ); précédent : 001C88; suivant : 001C90Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematics Skills
Auteurs : Brian N. Verdine ; Roberta Michnick Golinkoff ; Kathryn Hirsh-Pasek ; Nora S. Newcombe ; Andrew T. Filipowicz ; Alicia ChangSource :
- Child development [ 0009-3920 ] ; 2013.
Abstract
This study focuses on three main goals: First, 3-year-olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematics skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematics performance. Finally, the relationship between spatial assembly skill and socioeconomic status, gender, and parent-reported spatial language was examined. While children's performance did not differ by gender, lower-SES children were already lagging behind higher-SES children in block assembly. Furthermore, lower-SES parents reported using significantly fewer spatial words with their children.
Url:
DOI: 10.1111/cdev.12165
PubMed: 24112041
PubMed Central: 3962809
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Verdine</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author><author><name sortKey="Golinkoff, Roberta Michnick" sort="Golinkoff, Roberta Michnick" uniqKey="Golinkoff R" first="Roberta Michnick" last="Golinkoff">Roberta Michnick Golinkoff</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author><author><name sortKey="Hirsh Pasek, Kathryn" sort="Hirsh Pasek, Kathryn" uniqKey="Hirsh Pasek K" first="Kathryn" last="Hirsh-Pasek">Kathryn Hirsh-Pasek</name><affiliation><nlm:aff id="A2">Temple University</nlm:aff></affiliation></author><author><name sortKey="Newcombe, Nora S" sort="Newcombe, Nora S" uniqKey="Newcombe N" first="Nora S." last="Newcombe">Nora S. Newcombe</name><affiliation><nlm:aff id="A2">Temple University</nlm:aff></affiliation></author><author><name sortKey="Filipowicz, Andrew T" sort="Filipowicz, Andrew T" uniqKey="Filipowicz A" first="Andrew T." last="Filipowicz">Andrew T. Filipowicz</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author><author><name sortKey="Chang, Alicia" sort="Chang, Alicia" uniqKey="Chang A" first="Alicia" last="Chang">Alicia Chang</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">24112041</idno><idno type="pmc">3962809</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3962809</idno><idno type="RBID">PMC:3962809</idno><idno type="doi">10.1111/cdev.12165</idno><date when="2013">2013</date><idno type="wicri:Area/Pmc/Corpus">001656</idno><idno type="wicri:Area/Pmc/Curation">001656</idno><idno type="wicri:Area/Pmc/Checkpoint">001331</idno><idno type="wicri:Area/Ncbi/Merge">002A11</idno><idno type="wicri:Area/Ncbi/Curation">002A11</idno><idno type="wicri:Area/Ncbi/Checkpoint">002A11</idno><idno type="wicri:doubleKey">0009-3920:2013:Verdine B:deconstructing:building:blocks</idno><idno type="wicri:Area/Main/Merge">001C89</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematics Skills</title><author><name sortKey="Verdine, Brian N" sort="Verdine, Brian N" uniqKey="Verdine B" first="Brian N." last="Verdine">Brian N. Verdine</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author><author><name sortKey="Golinkoff, Roberta Michnick" sort="Golinkoff, Roberta Michnick" uniqKey="Golinkoff R" first="Roberta Michnick" last="Golinkoff">Roberta Michnick Golinkoff</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author><author><name sortKey="Hirsh Pasek, Kathryn" sort="Hirsh Pasek, Kathryn" uniqKey="Hirsh Pasek K" first="Kathryn" last="Hirsh-Pasek">Kathryn Hirsh-Pasek</name><affiliation><nlm:aff id="A2">Temple University</nlm:aff></affiliation></author><author><name sortKey="Newcombe, Nora S" sort="Newcombe, Nora S" uniqKey="Newcombe N" first="Nora S." last="Newcombe">Nora S. Newcombe</name><affiliation><nlm:aff id="A2">Temple University</nlm:aff></affiliation></author><author><name sortKey="Filipowicz, Andrew T" sort="Filipowicz, Andrew T" uniqKey="Filipowicz A" first="Andrew T." last="Filipowicz">Andrew T. Filipowicz</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author><author><name sortKey="Chang, Alicia" sort="Chang, Alicia" uniqKey="Chang A" first="Alicia" last="Chang">Alicia Chang</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author></analytic><series><title level="j">Child development</title><idno type="ISSN">0009-3920</idno><idno type="eISSN">1467-8624</idno><imprint><date when="2013">2013</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p id="P1">This study focuses on three main goals: First, 3-year-olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematics skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematics performance. Finally, the relationship between spatial assembly skill and socioeconomic status, gender, and parent-reported spatial language was examined. While children's performance did not differ by gender, lower-SES children were already lagging behind higher-SES children in block assembly. Furthermore, lower-SES parents reported using significantly fewer spatial words with their children.</p></div></front></TEI></record>Pour manipuler ce document sous Unix (Dilib)
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