ArticleFrontiers in psychology2020
The Development of Spatial Representation Through Teaching Block-Building in Kindergartners.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 5 citations in OpenAlex.
- Chain-mediated effects of servant leadership on the physical health of Chinese elementary school teachers.Frontiers in public health · 2025Article
- Theme-Based Block Play Intervention Facilitates Chinese Preschoolers' Language Development: A Quasi-Experiment.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
4 authors at 3 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigated the effects of the teaching block-building intervention on overall spatial representation and its three sub-forms, namely linguistic, graphic and model representations, in kindergartners. Eighty-four children (39 girls and 45 boys), aged 5-6 years old, were randomly selected and equally divided into two groups, i.e., experimental group and control group. The experimental group received the intervention of teaching block-building for 14 weeks (45 min each time, once a week), while children in the control group freely played with blocks for the equivalent time. Children's spatial representation performances were measured in both pre- and post-tests by the
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.