Measures and References: Spatial Skills

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

No measures currently provided for this factor.

References

Atit, K., Power, J. R., Veurink, N., Uttal, D. H., Sorby, S., Panther, G., ... & Carr, M. (2020). Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement. International Journal of STEM Education, 7, 1-13.

Cheng, Y., & Mix, K. S. (2014). Spatial training improves children's mathematics ability. Journal of Cognition and Development, 15(1), 2-11.

Della Sala, S., Gray, C., Baddeley, A., Allamano, N., & Wilson, L. (1999). Pattern span: A tool for unwelding visuo-spatial memory. Neuropsychologia, 37(10), 1189-1199.

Green, C. T., Bunge, S. A., Briones Chiongbian, V., Barrow, M., & Ferrer, E. (2017). Fluid reasoning predicts future mathematical performance among children and adolescents. Journal of Experimental Child Psychology, 157, 125-143.

Holmes, J., Adams, J. W., Hamilton, C. J. (2008). The relationship between visuospatial sketchpad capacity and children's mathematical skills. European Journal Of Cognitive Psychology, 20(2), 272-289.

Jansen, P., Schmelter, A., Kasten, L., & Heil, M. (2011). Impaired mental rotation performance in overweight children. Appetite, 56(3), 766-769.

Lauer, J. E., Yhang, E., & Lourenco, S. F. (2019). The development of gender differences in spatial reasoning: A meta-analytic review. Psychological Bulletin, 145(6), 537-565.

Levine, S. C., Vasilyeva, M., Lourenco, S. F., Newcombe, N. S., & Huttenlocher, J. (2005). Socioeconomic status modifies the sex difference in spatial skill. Psychological Science, 16(11), 841-845.

Mix, K. S., Levine, S. C., Young, C., & Hambrick, D. Z. (2016). Separate but correlated: The latent structure of space and mathematics across development. Journal of Experimental Psychology: General, 145(9), 1206-1227.

Passolunghi, M. C., & Mammarella, I. C. (2010). Spatial and visual working memory ability in children with difficulties in arithmetic word problem solving. European Journal of Cognitive Psychology, 22(6), 944-963.

Pittalis, M., & Christou, C. (2010). Types of reasoning in 3D geometry thinking and their relation with spatial ability. Educational Studies in Mathematics, 75, 191-212.

Pruden, S. M., Levine, S. C., & Huttenlocher, J. (2011). Children's spatial thinking: Does talk about the spatial world matter? Developmental Science, 14(6), 1417-1430.

Skagerlund, K., & Traff, U. (2016). Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities. Journal of Experimental Child Psychology, 143, 85-101.

Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2014). Cognitive components of a mathematical processing network in 9-year-old children. Developmental Science, 17(4), 506-524.

Ungar, S., Blades, M., & Spencer, C. (1996). The construction of cognitive maps by children with visual impairments. In The Construction of Cognitive Maps (pp. 247-273). Springer, Dordrecht.

Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139(2), 352-402.

Vasilyeva, M., Casey, B. M., Dearing, E., & Ganley, C. M. (2009). Measurement skills in low-income elementary school students: Exploring the nature of gender differences. Cognition and Instruction, 27(4), 401-428.

Wechsler, D. (2003). Wechsler Intelligence Scale for Children—Fourth Edition. San Antonio, TX: Psychological Corporation.