Individual Differences in Spatial and Mathematics Skills: Implications for Educational and Clinical Psychology

Autor/inn/en	Burgoyne, Alexander P.; Johnson, Tessa; Mix, Kelly S.; Levine, Susan C.; Young, Christopher J.
Titel	Individual Differences in Spatial and Mathematics Skills: Implications for Educational and Clinical Psychology
Quelle	(2021), (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Spatial Ability; Mathematics Skills; Gender Differences; Socioeconomic Status; Developmental Stages; Kindergarten; Grade 3; Grade 6; Age Differences; Socioeconomic Influences; Mathematics Instruction + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; Age; Difference; Age difference; Altersunterschied; Sozioökonomischer Faktor; Mathematics lessons; Mathematikunterricht
Abstract	In a recent empirical article published in "Cognition" (Johnson, Burgoyne, Mix, Young, and Levine [2022]. "Cognition," 218, 104918), we examined the relationships between spatial and mathematics skills in a cross-sectional sample of 1,592 children that included kindergarteners, third graders, and sixth graders. We tested whether individual differences in math and spatial skills could be explained by factors such as socioeconomic status or sex (i.e., boys versus girls), and furthermore, whether the relationships between spatial and math skills were moderated by these factors or by developmental stage. This brief article serves as a summary and extension of our recent work, with a discussion of implications that may be relevant to educational and clinical psychologists. We encourage readers to reference our empirical article for a more thorough presentation of the issues discussed in the present review. [This paper was published in "Clinical Psychiatry" v7 n6 Article 110 2021.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01