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Cited by 554Cognitive and developmental aspects of mathematical skillsSpatial Cognition and NavigationMathematics Education and Teaching Techniques

The DOI matches its Crossref record; 68 of the 69 references it cites were found in a registry or an index, and 1 are not checked yet.

The relation between spatial skill and early number knowledge: The role of the linear number line

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Gunderson, Elizabeth A., Ramirez, Gerardo, Beilock, Sian L., Levine, Susan C.·2012·Developmental Psychology
DOI 10.1037/a0027433PMC PMC10811729
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Abstract

Spatial skill is highly related to success in math and science (e.g., Casey, Nuttall, Pezaris, & Benbow, 1995). However, little work has investigated the cognitive pathways by which the relation between spatial skill and math achievement emerges. We hypothesized that spatial skill plays a crucial role in the development of numerical reasoning by helping children to create a spatially meaningful, powerful numerical representation-the linear number line. In turn, a strong linear number representation improves other aspects of numerical knowledge such as arithmetic estimation. We tested this hypothesis using 2 longitudinal data sets. First, we found that children's spatial skill (i.e., mental transformation ability) at the beginning of 1st and 2nd grades predicted improvement in linear number line knowledge over the course of the school year. Second, we found that children's spatial skill at age 5 years predicted their performance on an approximate symbolic calculation task at age 8 and that this relation was mediated by children's linear number line knowledge at age 6. The results are consistent with the hypothesis that spatial skill can improve children's development of numerical knowledge by helping them to acquire a linear spatial representation of numbers.

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  1. Thurstone LL (1938). Primary mental abilities. Chicago, IL: University of Chicago Press.

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Metadata

Authors
Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C.
Affiliations
University of Chicago (US)
ORCID
Venue
Developmental Psychology
Publisher
American Psychological Association (APA)
Published
2012-09
Volume
48
Issue
5
Pages
1229-1241
ISSN
  • 0012-1649 (ISSN-L)
  • 1939-0599
DOI
10.1037/a0027433
PMC
PMC10811729
OpenAlex
W2115889461
Cited by
554
References
66
Citations by year
2026: 24 · 2025: 36 · 2024: 39 · 2023: 47 · 2022: 60 · 2021: 29 · 2020: 77 · 2019: 41 · 2018: 53 · 2017: 54 · 2016: 33 · 2015: 27 · 2014: 16 · 2013: 12 · 2012: 5
FWCI
18.33
Type
journal article
Language
en
Update notices
correction (2012-05-07)
Open access
Locations
  • Developmental Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • National Institute of Child Health and Human Development (P01HD040605)
  • National Science Foundation (SBE 0541957, CAREER DRL-0746970)
  • National Center for Education Research (R305C050076)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Spatial Cognition and Navigation
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
Keywords
number line, numerical development, approximate number system, mental transformation, number representation, children's mathematics learning, mediation
MeSH terms
Achievement, Child, Child Development, Cognition, Female, Humans, Longitudinal Studies, Male, Mathematics, Motor Skills, Neuropsychological Tests, Pattern Recognition, Visual, Photic Stimulation, Regression Analysis, Space Perception, Vocabulary, Knowledge

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