The DOI matches its Crossref record; 70 of the 70 references it cites were found in a registry or an index.
Children’s spatial thinking: does talk about the spatial world matter?
Open accessAbstract
In this paper we examine the relations between parent spatial language input, children's own production of spatial language, and children's later spatial abilities. Using a longitudinal study design, we coded the use of spatial language (i.e. words describing the spatial features and properties of objects; e.g. big, tall, circle, curvy, edge) from child age 14 to 46 months in a diverse sample of 52 parent-child dyads interacting in their home settings. These same children were given three non-verbal spatial tasks, items from a Spatial Transformation task (Levine et al., 1999), the Block Design subtest from the WPPSI-III (Wechsler, 2002), and items on the Spatial Analogies subtest from Primary Test of Cognitive Skills (Huttenlocher & Levine, 1990) at 54 months of age. We find that parents vary widely in the amount of spatial language they use with their children during everyday interactions. This variability in spatial language input, in turn, predicts the amount of spatial language children produce, controlling for overall parent language input. Furthermore, children who produce more spatial language are more likely to perform better on spatial problem solving tasks at a later age.
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Self-citationEarly puzzle play: A predictor of preschoolers' spatial transformation skill.
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Metadata
- Authors
- Pruden, S. M., Levine, S. C., & Huttenlocher, J.
- Venue
- Developmental Science
- Publisher
- Wiley
- Published
- 2011-10-04
- Volume
- 14
- Issue
- 6
- Pages
- 1417-1430
- ISSN
- 1363-755X (ISSN-L)
- OpenAlex
- W2152644227
- Cited by
- 447
- References
- 70
- FWCI
- 18.37
- 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).
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