Tuesday, July 14, 2020

Evidence for a unitary structure of spatial cognition (Gv) beyond general intelligence (g)

A very convincing study supporting a general unitary, but multidimensional, spatial Gv factor. Click here for Open Access copy.

Evidence for a unitary structure of spatial cognition beyond general intelligence

Margherita Malanchini, Kaili Rimfeld, Nicholas G. Shakeshaft, Andrew McMillan, Kerry L. Schofield, Maja Rodic, Valerio Rossi, Yulia Kovas, Philip S. Dale, Elliot M. Tucker-Drob,mand Robert Plomin

Abstract 

Performance in everyday spatial orientation tasks (e.g., map reading and navigation) has been considered functionally separate from performance on more abstract object-based spatial abilities (e.g., mental rotation and visualization). However, few studies have examined the link between spatial orientation and object-based spatial skills, and even fewer have done so including a wide range of spatial tests. To examine this issue and more generally to test the structure of spatial ability, we used a novel gamified battery to assess six tests of spatial orientation in a virtual environment and examined their association with ten object-based spatial tests, as well as their links to general cognitive ability (g). We further estimated the role of genetic and environmental factors in underlying variation and covariation in these spatial tests. Participants (N = 2660; aged 19–22) were part of the Twins Early Development Study. The six tests of spatial orientation clustered into a single ‘Navigation' factor that was 64% heritable. Examining the structure of spatial ability across all 16 tests, three, substantially correlated, factors emerged: Navigation, Object Manipulation, and Visualization. These, in turn, loaded strongly onto a general factor of Spatial Ability, which was highly heritable (84%). A large portion (45%) of this high heritability was independent of g. The results point towards the existence of a common genetic network that supports all spatial abilities. 

Click on image to enlarge.





Saturday, July 04, 2020

Distinct rhythmic abilities align with phonological awareness and rapid naming in school-age children | SpringerLink




https://link-springer-com.ezp3.lib.umn.edu/article/10.1007/s10339-020-00984-6


Abstract

Difficulty in performing rhythmic tasks often co-occurs with literacy difficulties. Motivated by evidence showing that people can vary in their performance across different rhythmic tasks, we asked whether two rhythmic skills identified as distinct in school-age children and young adults would reveal similar or different relationships with two literacy skills known to be important for successful reading development. We addressed our question by focusing on 55 typically developing children (ages 5–8). Results show that drumming to a beat predicted the variability of rapid naming but not of phonological awareness, whereas tapping rhythmic patterns predicted phonological awareness, but not rapid naming. Our finding suggests that rhythmic interventions can be tailored to address PA and RAN deficits specifically in reading disabled children.



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Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
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Friday, July 03, 2020

Effects of spatial training on mathematics in first and sixth grade children. - PsycNET

 Effects of spatial training on mathematics in first and sixth grade children. - PsycNET 
https://psycnet.apa.org/record/2020-47006-001

Abstract
A pretest-training-posttest design assessed whether training to improve spatial skills also improved mathematics performance in elementary-aged children. First grade students (mean age = 7 years, n = 134) and sixth grade students (mean age = 12 years, n = 124) completed training in 1 of 2 spatial skills—spatial visualization or form perception/VSWM—or in a nonspatial control condition that featured language arts training. Spatial training led to better overall mathematics performance in both grades, and the gains were significantly greater than for language arts training. The same effects were found regardless of spatial training type, or the type of mathematics tested. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents’ mathematics achievement. - PsycNET


 In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents' mathematics achievement. - PsycNET 
https://psycnet.apa.org/record/2020-47007-001

Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. (2020). In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents' mathematics achievement. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000487

Abstract
Identifying meaningful cognitive and noncognitive predictors of mathematical competence is critical for developing targeted interventions for students struggling with mathematics. Here, 317 students' short-term verbal memory, verbal and visuospatial working memory, complex spatial abilities, intelligence, and mathematics attitudes and anxiety were assessed, and their teachers reported on their attentive behavior in 7th-grade mathematics classrooms. Bayesian regression models revealed that complex spatial abilities and in-class attention were the most plausible predictors of 7th-grade mathematics, but not word reading achievement, controlling for prior mathematics achievement. These results were confirmed with multilevel models that revealed interactions between these factors and prior achievement. The largest gains were among students with strong mathematical competencies in 6th grade, and average or better in-class attention in 7th grade as well as above average spatial abilities. High mathematics anxiety was associated with lower attention and through this indirectly influenced achievement gains. These results have implications for how to best target interventions for students at risk for long-term difficulties with mathematics. (PsycInfo Database Record (c) 2020 APA, all rights reserved)