@article {MATHEDUC.06445485,
author = {Casey, Beth M. and Pezaris, Elizabeth and Fineman, Bonnie and Pollock, Amanda and Demers, Lindsay and Dearing, Eric},
title = {A longitudinal analysis of early spatial skills compared to arithmetic and verbal skills as predictors of fifth-grade girls' math reasoning.},
year = {2015},
journal = {Learning and Individual Differences},
volume = {40},
issn = {1041-6080},
pages = {90-100},
publisher = {Elsevier, Amsterdam},
doi = {10.1016/j.lindif.2015.03.028},
abstract = {Summary: This study was designed to examine early predictors of later math reasoning in girls. Specifically, girls' first-grade spatial skills were compared with first-grade verbal and arithmetic skills as predictors of spatial and verbal-analytical math reasoning in fifth grade ($N=79$). The first-grade girls were given assessments measuring: (1) spatial skills (WISC-IV Block-Design subtest, and 2-D and 3-D mental-rotation tasks), (2) verbal skills (Peabody Picture Vocabulary Test), and (3) arithmetic skills (addition/subtraction). In fifth grade, girls were given a math-reasoning test, assessing both math reasoning-spatial (geometry/measurement items) and math reasoning-analytical (number/algebra items). The estimated path model accounted for approximately half the variance in math reasoning. First-grade spatial skills were the strongest predictors of both types of fifth-grade math reasoning. First-grade arithmetic skills significantly predicted math reasoning-analytical. Early verbal skills were not directly related to fifth-grade math reasoning, although there was an indirect pathway connecting them through early spatial skills. Thus, spatial skills, assessed by first grade, already function as key long-term predictors of analytical as well as spatial math-reasoning skills as late as fifth grade.},
msc2010 = {C42xx (G22xx F22xx C52xx C32xx C33xx E53xx C62xx C63xx)},
identifier = {2015d.00185},
}