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Cited by 351

The DOI matches its Crossref record; 50 of the 50 references it cites were found in a registry or an index.

Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematical Skills

Open access
Verdine, Brian N, Golinkoff, Roberta M, Hirsh-Pasek, Kathryn, Newcombe, Nora S, Filipowicz, Andrew T, Chang, Alicia·2014·Child Development
DOI 10.1111/cdev.12165
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Abstract

This study focuses on three main goals: First, 3-year-olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematical skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematical performance. Finally, the relation between spatial assembly skill and socioeconomic status (SES), gender, and parent-reported spatial language was examined. While children's performance did not differ by gender, lower SES children were already lagging behind higher SES children in block assembly. Furthermore, lower SES parents reported using significantly fewer spatial words with their children.

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Metadata

Authors
Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., Newcombe, N. S., Filipowicz, A. T., & Chang, A.
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
2014-05-01
Volume
85
Issue
3
Pages
1062-1076
ISSN
  • 0009-3920 (ISSN-L)
  • 1467-8624
DOI
10.1111/cdev.12165
OpenAlex
W2143302143
Cited by
351
References
50
FWCI
12.33
Type
journal article
Language
en
Open access
green

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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.