Children's construction task performance and spatial ability: controlling task complexity and predicting mathematics performance.

Hdl Handle:
http://hdl.handle.net/10545/579593
Title:
Children's construction task performance and spatial ability: controlling task complexity and predicting mathematics performance.
Authors:
Richardson, Miles ( 0000-0002-7223-7053 ) ; Hunt, Thomas E. ( 0000-0001-5769-1154 ) ; Richardson, Cassandra
Abstract:
This paper presents a methodology to control construction task complexity and examined the relationships between construction performance and spatial and mathematical abilities in children. The study included three groups of children (N = 96); ages 7-8, 10-11, and 13-14 years. Each group constructed seven pre-specified objects. The study replicated and extended previous findings that indicated that the extent of component symmetry and variety, and the number of components for each object and available for selection, significantly predicted construction task difficulty. Results showed that this methodology is a valid and reliable technique for assessing and predicting construction play task difficulty. Furthermore, construction play performance predicted mathematical attainment independently of spatial ability.
Affiliation:
University of Derby
Citation:
Children's construction task performance and spatial ability: controlling task complexity and predicting mathematics performance. 2014, 119 (3):741-57 Percept Mot Skills
Journal:
Perceptual and Motor Skills
Issue Date:
Dec-2014
URI:
http://hdl.handle.net/10545/579593
DOI:
10.2466/22.24.PMS.119c28z8
PubMed ID:
25387037
Type:
Article
Language:
en
ISSN:
0031-5125
Appears in Collections:
Centre for Psychological Research

Full metadata record

DC FieldValue Language
dc.contributor.authorRichardson, Milesen
dc.contributor.authorHunt, Thomas E.en
dc.contributor.authorRichardson, Cassandraen
dc.date.accessioned2015-10-13T09:53:02Zen
dc.date.available2015-10-13T09:53:02Zen
dc.date.issued2014-12en
dc.identifier.citationChildren's construction task performance and spatial ability: controlling task complexity and predicting mathematics performance. 2014, 119 (3):741-57 Percept Mot Skillsen
dc.identifier.issn0031-5125en
dc.identifier.pmid25387037en
dc.identifier.doi10.2466/22.24.PMS.119c28z8en
dc.identifier.urihttp://hdl.handle.net/10545/579593en
dc.description.abstractThis paper presents a methodology to control construction task complexity and examined the relationships between construction performance and spatial and mathematical abilities in children. The study included three groups of children (N = 96); ages 7-8, 10-11, and 13-14 years. Each group constructed seven pre-specified objects. The study replicated and extended previous findings that indicated that the extent of component symmetry and variety, and the number of components for each object and available for selection, significantly predicted construction task difficulty. Results showed that this methodology is a valid and reliable technique for assessing and predicting construction play task difficulty. Furthermore, construction play performance predicted mathematical attainment independently of spatial ability.en
dc.language.isoenen
dc.rightsArchived with thanks to Perceptual and Motor Skillsen
dc.subjectMathematicsen
dc.subjectSpatial memoryen
dc.subjectConstruction tasksen
dc.subject.meshAdolescenten
dc.subject.meshChilden
dc.subject.meshCognitionen
dc.subject.meshFemaleen
dc.subject.meshGreat Britainen
dc.subject.meshHumansen
dc.subject.meshMaleen
dc.subject.meshMathematicsen
dc.subject.meshSpace Perceptionen
dc.subject.meshTask Performance and Analysisen
dc.titleChildren's construction task performance and spatial ability: controlling task complexity and predicting mathematics performance.en
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalPerceptual and Motor Skillsen

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