ArticleCognition2025
Predicting large-scale spatial ability from small-scale spatial abilities in children: An application of the double-dimension framework.
Article in Cognition, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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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
1 citing paper in PubMed.
- Componential cognitive correlates of wayfinding in 5- to 6-year-old children: perspective taking, working memory, and nonverbal reasoning.Frontiers in psychology · 2026Article
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4 authors.
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Abstract
Wayfinding, a large-scale spatial ability, involves the navigation of one's environment and can be classified into three types of knowledge: route, landmark, and survey. Newcombe and Shipley (2015) proposed a double-dimension spatial framework that classifies spatial abilities into four categories: intrinsic-static, intrinsic-dynamic, extrinsic-static, and extrinsic-dynamic. These abilities are usually assessed in small-scale environments, such as in desktop settings. Examining the relationship between wayfinding knowledge and small-scale spatial abilities has important theoretical implications for understanding spatial cognition at different environmental scales. It also has practical implications for designing more effective training programs to improve wayfinding skills. However, the existing literature linking the two is limited and mixed, especially in children. The current study utilized the double-dimension framework to examine the relationship between small-scale and large-scale spatial abilities in children. We hypothesized that intrinsic abilities should be associated with landmark knowledge while dynamic abilities should be related to route knowledge. Eight small-scale spatial tasks measuring four spatial categories and one wayfinding task measuring route and landmark knowledge were administered to 171 typically developing children between the ages of four and nine. Dynamic spatial abilities significantly predicted route knowledge and mediated the effects of age and sex on route knowledge. In addition, dynamic and intrinsic-static abilities predicted landmark knowledge and also mediated the effects of age on landmark knowledge. These results showed the associations between small-scale spatial abilities and large-scale spatial abilities were selective and specific yet strong, providing insights into further theoretical advancements in spatial cognition. Practical implications were also discussed.
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