Evidence map›Paper›PMID 39806449›Full record

ArticleBMC psychology2025

The relationship of spatial visualization ability and number representation: evidence from multiple tasks.

Mengxia Li, Yuning Chen, Jiahui Yang, Qiangqiang Wang, Xiaolin Ye

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Mengxia LiSchool of teachers education, Huzhou University, Huzhou, 313000, Zhejiang, China. limx@zjhu.edu.cn.
Yuning ChenSchool of teachers education, Huzhou University, Huzhou, 313000, Zhejiang, China.
Jiahui YangSchool of teachers education, Huzhou University, Huzhou, 313000, Zhejiang, China.
Qiangqiang WangSchool of teachers education, Huzhou University, Huzhou, 313000, Zhejiang, China.
Xiaolin YeSchool of teachers education, Huzhou University, Huzhou, 313000, Zhejiang, China. 02993@zjhu.edu.cn.

Funding

The National Education Research Project of China BBA190026The Zhejiang Provincial Philosophy and SocialSciences Planning Project. 23NDJC046Z
6 · The paper itself

Abstract

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.

Indexed as

Child DevelopmentMathematical ConceptsSpace PerceptionChild, PreschoolFemaleHumansMaleNon-numeric symbolsNumber representationNumeric symbolsSpatial visualization

Identifiers

PMID39806449
PMCPMC11726946

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Registered trials

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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.