Spatial Ability and Theory of Mind: A Mediating Role of Visual Perspective Taking

Mi, Tian; Luo, Tianrui; Ding, Jinxia; Wang, Xin; Cheung, Him

doi:10.1111/cdev.13546

Cited by 13 publications

(15 citation statements)

References 48 publications

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“…While previous work has emphasized connections between motor skills and social and communicative development in early childhood (Schneider & Iverson, 2022; Leonard & Hill, 2014), our findings suggest that these relations influence development into middle childhood. As a related example, both motor and visual-spatial skills develop through block play, which in turn promotes mathematical skills (Verdine et al, 2014; Wolfgang et al, 2001), reading (Hanline et al, 22010), visual perspective taking and ToM (Tian et al, 2021). Upon school entry, children’s fine motor skills, especially handwriting and drawing, contribute to their learning the alphabet and acquiring basic reading (decoding) skills (Suggate et al, 2016, 2019) which, in combination with oral language skills, support the development of reading comprehension (Hoover & Tunmer, 2018; Kim, 2017).…”

Section: Discussionmentioning

confidence: 99%

Linking fine motor skills with theory of mind in school-age children

Obeid

DeNigris

Brooks

2022

International Journal of Behavioral Development

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Motor skills have been linked to language and social development with implications for theory of mind. This study examined theory of mind (attribution of intentions task) in school-age children ( N = 62, mean age 8 years; 2 months, standard deviation [ SD] = 1;3) in relation to fine motor skills (grooved pegboard), receptive vocabulary (Peabody Picture Vocabulary Test), receptive grammar (Test for the Reception of Grammar), reading comprehension (Woodcock Reading Mastery Tests), verbal short-term (nonword repetition), and visual-spatial working memory (one-shape array memory). All variables except verbal short-term memory correlated with accuracy on theory of mind. In regression models, fine motor skills accounted for variance in theory of mind after controlling for age, language, and working memory. The results add to research linking fine motor skills with faux pas understanding, indicating the potentially broad impact of motor skills on social cognition. Given the cross-sectional study design, longitudinal research is warranted to address causality.

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Section: Discussionmentioning

confidence: 99%

Linking fine motor skills with theory of mind in school-age children

Obeid

DeNigris

Brooks

2022

International Journal of Behavioral Development

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“…16 Therefore, overlapping with studies in the math PMs section (4.3.2). Casey, 2008a;Ferrara;Jemutai;Sawyer;Tian;Willson-Quayle]. For example, one study compared adult-scaffolded play in which children built a LEGO house with an experimenter who facilitated the activity (by helping, asking questions, and verbalising some of their actions), to other conditions that were entirely adult-directed or child-centred (i.e., free play) [Willson-Quayle].…”

Section: Key Findingsmentioning

confidence: 99%

Educational interventions involving physical manipulatives for improving children’s learning and development: a scoping review

Byrne¹,

Ramchandani²

2022

Preprint

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WHY DID WE DO THIS RESEARCH?Hands-on learning activities with physical objects – or physical manipulatives (PMs) – can be great at encouraging children’s active participation in learning. Cast your mind back to your own childhood: do you remember using items like counters, shapes, or fraction bars in school? If so, you were using PMs! We wanted to find out what kind of research has been done on educational programmes involving PMs.WHAT DID WE DO?We conducted a scoping review – a type of literature review used to identify and broadly describe a body of research according to certain inclusion criteria. We searched several academic databases for studies that have tested the effectiveness of PM interventions with primary-age children; 102 studies met our inclusion criteria and were synthesised in the review.WHAT DID WE FIND?Most studies involved children between 4-6 years in school settings. They spanned 26 different countries, but almost all took place in high- or middle-income contexts, typically the USA. The interventions involved different PMs and hands-on activities (e.g., block building, shape sorting, paper folding), and evidence relating their effectiveness was mixed. Whilst some studies reported benefits to children’s math, spatial, or literacy skills, others did not, and many were hindered by methodological shortcomings. This means we must be cautious when drawing conclusions about the overall effectiveness of PM interventions. Nevertheless, the findings illustrate the many ways hands-on experiences with PMs can facilitate children’s active engagement in learning. Going forward, higher quality research is needed, as well as more studies testing PM interventions in lower-income contexts.

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“…Each toy set was given to the children and observations recorded spanning 20 minutes. Interviews were carried in dyad sessions during user testing to validate the effectiveness of the toy set as well as the handbook [13]. Figure 8 shows user testing and product validation.…”

Section: Second User Testingmentioning

confidence: 99%

Design for Difference: Cognitive Enhancement Toys For Children with Developmental Delays

Deshpande¹

2022

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Childhood is a phase where children explore, learn and enjoy. For some children, this phase is full of difficulties. These children suffer from either developmental delays or learning difficulties. According to sources, there is a iniquitousness of 1.5-2.5% of advancing delay in kids below 2 years of age in India. Development is described into five different domains - gross motor, fine motor, speech, and language, cognitive and socio-emotional. These children need help at an early age to overcome developmental delays and for cognitive enhancement. Both parents and teachers are involved with children right from an early age, and they can devise ways to help these children. Many schools adopt ‘Play’ as an important activity to help these children overcome developmental delays and “toys” are mostly central to the design of such activities. The paper describes the design research for designing toys for cognitive enhancement of children with developmental delays between 2 and 5 years. In the first phase of research, the interview method was used to understand what kind of learning difficulties children face and what kind of methods are employed to teach them and understand what types of toys they are using. The sample size of 20 comprising of teachers, therapists, and pediatricians from Special schools and departments for special need children in mainstream schools was used for the interview purpose. Observational studies with children (5 different classrooms with children between 3-5 years age) were carried out to understand how children learn and use the toys. At the end of the first phase, the qualitative analysis led to the shift from learning difficulties to developmental delays. In the second phase, a survey of available products in the market was conducted to understand what types of toys are used to address these children’s developmental activity. Mapping the play methods employed by the teachers and therapists to the toys’ activities led to finding the Design gap. The design process incorporated the research findings. The product is designed in the form of a Toy Box with a multi-utility set of toys for cognitive enhancement in children with developmental delays. The design (three sets of toys) addresses children’s communication, spatial, cognitive, gross motor & fine motor skills with developmental delays. The designed product was put through user testing twice to incorporate the findings from the testing to make the design more user-friendly for the children and the teachers, therapists, and parents.

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Spatial Ability and Theory of Mind: A Mediating Role of Visual Perspective Taking

Cited by 13 publications

References 48 publications

Linking fine motor skills with theory of mind in school-age children

Linking fine motor skills with theory of mind in school-age children

Educational interventions involving physical manipulatives for improving children’s learning and development: a scoping review

Design for Difference: Cognitive Enhancement Toys For Children with Developmental Delays

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