Shape Up: An Eye-Tracking Study of Preschoolers' Shape Name Processing and Spatial Development

Autor/inn/en	Verdine, Brian N.; Bunger, Ann; Athanasopoulou, Angeliki; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy
Titel	Shape Up: An Eye-Tracking Study of Preschoolers' Shape Name Processing and Spatial Development
Quelle	In: Developmental Psychology, 53 (2017) 10, S.1869-1880 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Verdine, Brian N.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000384
Schlagwörter	Eye Movements; Preschool Children; Geometric Concepts; Naming; Spatial Ability; Socioeconomic Status; Predictor Variables; Time on Task; Cognitive Processes; Hypothesis Testing; Longitudinal Studies; Statistical Significance; Intelligence Tests; Verbal Ability; Vocabulary; Cognitive Tests; Cognitive Ability; Cognitive Development; Young Children; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Cognitive Ability; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Augenbewegung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elementare Geometrie; Räumliches Vorstellungsvermögen; Socio-economic status; Sozioökonomischer Status; Prädiktor; Zeitaufwand; Cognitive process; Kognitiver Prozess; Hypothesenprüfung; Hypothesentest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Kognitiver Fähigkeitstest; Denkfähigkeit; Kognitive Entwicklung; Frühe Kindheit
Abstract	Learning the names of geometric shapes is at the intersection of early spatial, mathematical, and language skills, all important for school-readiness and predictors of later abilities in science, technology, engineering, and mathematics (STEM). We investigated whether socioeconomic status (SES) influenced children's processing of shape names and whether differences in processing were predictive of later spatial skills. Three-year-olds (N = 79) with mothers of varying education levels participated in an eye-tracking task that required them to look at named shapes. Lower SES children took longer to fixate target shapes and spent less time looking at them than higher SES children. Gaze variables measured at age 3 were predictive of spatial skills measured at age 5 even though the spatial measures did not require shape-related vocabulary. Early efficiency in the processing of shape names may contribute to the development of a foundation for spatial learning in the preschool years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01