ArticleCognitive research: principles and implications2020
Spatial activity participation in childhood and adolescence: consistency and relations to spatial thinking in adolescence.
Article in Cognitive research: principles and implications, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 24 citations in OpenAlex.
- Neurocognitive correlates of spatial thinking mediate the relation between socioeconomic status and STEM achievement.Scientific reports · 2025Article
- Math anxiety and science anxiety are associated with spatial cognition and STEM interest in deaf, hard of hearing, and hearing people.NPJ science of learning · 2025Article
- Developing a novel measure of non-rigid, ductile spatial skill.Cognitive research: principles and implications · 2025Article
- Associations between Gross and Fine Motor Skills, Physical Activity, Executive Function, and Academic Achievement: Longitudinal Findings from the UK Millennium Cohort Study.Brain sciences · 2024Article
- Individual Differences and Skill Training in Cognitive Mapping: How and Why People Differ.Topics in cognitive science · 2023Article
- Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills.Child developmentArticle
Corrections and comments
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Authors and funding
5 authors at 5 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPrior research has revealed positive effects of spatial activity participation (e.g., playing with blocks, sports) on current and future spatial skills. However, research has not examined the degree to which spatial activity participation remains stable over time, and little is known about how participating in spatial activities at multiple points in development impacts spatial thinking. In this study, adolescents completed measures of spatial thinking and questionnaires assessing their current and previous participation in spatial activities.
resultsParticipation in childhood spatial activities predicted adolescent spatial activity participation, and the relation was stronger for females than for males. Adolescents' current participation in spatial activities predicted spatial thinking skills, whereas participation in childhood spatial activities predicted adolescents' spatial habits of mind, even when accounting for factors such as gender and academic performance. No cumulative benefit was incurred due to participating in spatial activities in both childhood and adolescence, and a lack of spatial activities in childhood was not made up for by later spatial activity participation.
conclusionsThese findings reveal a consistently positive relationship in spatial activity participation between childhood and adolescence. Results highlight the importance of participating in spatial activities during childhood, and underscore the differential impact that participation in spatial activities during childhood versus adolescence has on different facets of adolescents' spatial thinking. Implications for the timing of interventions is discussed.
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