{"title":"从空间建构到数学：探索视觉空间工作记忆的中介作用。","authors":"Yuxin Zhang, Rebecca Bull, Emma C Burns","doi":"10.1037/dev0002035","DOIUrl":null,"url":null,"abstract":"<p><p>This study examined the longitudinal pathways from early spatial skills at 5 and 7 years to their mathematics reasoning abilities at 17 years in a large cohort sample (<i>N</i> = 16,338) from the Millennium Cohort Study. Children were assessed at four time points: Sweep 3 (<i>M</i><sub>age</sub> = 5.29), Sweep 4 (<i>M</i><sub>age</sub> = 7.23), Sweep 5 (<i>M</i><sub>age</sub> = 11.17), and Sweep 7 (<i>M</i><sub>age</sub> = 17.18), with measures including spatial construction skills, visuospatial working memory, mathematics achievement, and mathematics reasoning skills. Path analyses revealed that spatial construction at age 5 directly predicted mathematics achievement at age 7 after accounting for sex, age, socioeconomic status, vocabulary, and nonverbal reasoning ability. Furthermore, spatial construction at 5 and 7 years was directly associated with mathematics reasoning skills at 17, and spatial working memory at age 11 partially mediated this relationship. Notably, the direct effects of spatial construction on mathematics reasoning at age 17 remained significant and robust after accounting for the mediator and covariates. These findings highlight the potential value of early spatial construction skills as predictors of subsequent mathematical development over the long term. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1000,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"From spatial construction to mathematics: Exploring the mediating role of visuospatial working memory.\",\"authors\":\"Yuxin Zhang, Rebecca Bull, Emma C Burns\",\"doi\":\"10.1037/dev0002035\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This study examined the longitudinal pathways from early spatial skills at 5 and 7 years to their mathematics reasoning abilities at 17 years in a large cohort sample (<i>N</i> = 16,338) from the Millennium Cohort Study. Children were assessed at four time points: Sweep 3 (<i>M</i><sub>age</sub> = 5.29), Sweep 4 (<i>M</i><sub>age</sub> = 7.23), Sweep 5 (<i>M</i><sub>age</sub> = 11.17), and Sweep 7 (<i>M</i><sub>age</sub> = 17.18), with measures including spatial construction skills, visuospatial working memory, mathematics achievement, and mathematics reasoning skills. Path analyses revealed that spatial construction at age 5 directly predicted mathematics achievement at age 7 after accounting for sex, age, socioeconomic status, vocabulary, and nonverbal reasoning ability. Furthermore, spatial construction at 5 and 7 years was directly associated with mathematics reasoning skills at 17, and spatial working memory at age 11 partially mediated this relationship. Notably, the direct effects of spatial construction on mathematics reasoning at age 17 remained significant and robust after accounting for the mediator and covariates. These findings highlight the potential value of early spatial construction skills as predictors of subsequent mathematical development over the long term. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>\",\"PeriodicalId\":48464,\"journal\":{\"name\":\"Developmental Psychology\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2025-07-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Developmental Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1037/dev0002035\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/dev0002035","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
From spatial construction to mathematics: Exploring the mediating role of visuospatial working memory.
This study examined the longitudinal pathways from early spatial skills at 5 and 7 years to their mathematics reasoning abilities at 17 years in a large cohort sample (N = 16,338) from the Millennium Cohort Study. Children were assessed at four time points: Sweep 3 (Mage = 5.29), Sweep 4 (Mage = 7.23), Sweep 5 (Mage = 11.17), and Sweep 7 (Mage = 17.18), with measures including spatial construction skills, visuospatial working memory, mathematics achievement, and mathematics reasoning skills. Path analyses revealed that spatial construction at age 5 directly predicted mathematics achievement at age 7 after accounting for sex, age, socioeconomic status, vocabulary, and nonverbal reasoning ability. Furthermore, spatial construction at 5 and 7 years was directly associated with mathematics reasoning skills at 17, and spatial working memory at age 11 partially mediated this relationship. Notably, the direct effects of spatial construction on mathematics reasoning at age 17 remained significant and robust after accounting for the mediator and covariates. These findings highlight the potential value of early spatial construction skills as predictors of subsequent mathematical development over the long term. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
期刊介绍：
Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.
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