Li Mengxia, Chen Yuning, Yang Jiahui, Wang Qiangqiang, Ye Xiaolin
School of teachers education, Huzhou University, Huzhou, 313000, Zhejiang, China.
BMC Psychol. 2025 Jan 13;13(1):33. doi: 10.1186/s40359-024-02340-1.
It is well established in the literature that the relation of spatial ability and the number representation, but the intrinsic relation of spatial visualization ability and number representation are not well understood. In the Current study, Chinese Preschool children (N = 200; 107 girls; Mage = 5.47years, SD = 0.67) completed two kinds of spatial visualization tasks and six kinds of number representation tasks. The results showed that spatial visualization ability was positively correlated with number representation for 5 years-old Children. Furthermore, spatial visualization ability can positively predicted number representation. These findings are consistent with the view that spatial visualization is recognized for its potential to enhance numerical skills, encompassing competencies associated with fundamental number. Therefore, developing children's spatial visualization ability may be an effective way to enhance their number representation skills. This has important implications for early education and intervention strategies.
文献中已充分确立了空间能力与数字表征之间的关系，但空间可视化能力与数字表征之间的内在关系尚未得到很好的理解。在当前的研究中，200名中国学龄前儿童（107名女孩；平均年龄Mage = 5.47岁，标准差SD = 0.67）完成了两种空间可视化任务和六种数字表征任务。结果表明，5岁儿童的空间可视化能力与数字表征呈正相关。此外，空间可视化能力能够正向预测数字表征。这些发现与以下观点一致，即空间可视化因其增强数字技能的潜力而得到认可，这些技能包括与基本数字相关的能力。因此，培养儿童的空间可视化能力可能是提高他们数字表征技能的有效途径。这对早期教育和干预策略具有重要意义。
