APS
30th APS Annual Convention · 2018
Differential Effects of a Spatial Intervention on Preschoolers' Spatial and Math Outcomes
- Corinne Bower
Temple University - Laura Zimmermann
SRI International - Brian Verdine
University of Delaware - Nicole Fletcher
University of Pennsylvania - Tamara Spiewak Toub
Temple University - Lindsey Foster
University of Delaware - Siffat Islam
Temple University - Maya Marzouk
Yeshiva University - Jelani Medford
Temple University - Roberta Michnick Golinkoff
University of Delaware - Kathy Hirsh-Pasek
Temple University - Hannah Puttre
University of Delaware
Abstract
Low-income preschoolers' lag behind in spatial skills, an important predictor of later STEM achievement. Preschoolers were exposed to differential feedback during a puzzle assembly intervention. Feedback-only and spatial language increased children's spatial outcomes. Only low-SES children's math performance increased with feedback-only and gesture, further linking spatial and math skills.
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