Reference : Training early visuo-spatial abilities: A controlled classroom-based intervention study.

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Theoretical & cognitive psychology Social & behavioral sciences, psychology : Theoretical & cognitive psychology
	To cite this reference:	http://hdl.handle.net/10993/29860

Title :	Training early visuo-spatial abilities: A controlled classroom-based intervention study.
Language :	English
Author, co-author :	Cornu, Véronique [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Schiltz, Christine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Pazouki, Tahereh [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Martin, Romain [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	10-Mar-2017
Journal title :	Applied Developmental Science
Publisher :	Lawrence Erlbaum Associates, Inc.
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	1088-8691
e-ISSN :	1532-480X
Keywords :	[en] visuo-spatial training ; preschool intervention ; computerized cognitive training ; mathematics education ; early education ; spatial cognition
Abstract :	[en] Visuo-spatial training can be considered as a promising approach to provide young children with a sound foundation for later mathematical learning. We developed and implemented a tablet-based visuo-spatial intervention in kindergarten classrooms aiming to foster the development of children’s visuo-spatial and numerical abilities. A sample of N = 125 children participated in the present study, 68 children were part of the intervention group and participated in 20 training sessions of 20 minutes over a 10-week period, 57 children formed a business as usual control group. Results show that, at this young age, visuo-spatial and early math skills are already strongly interlinked. However, the training effects were domain-specific as they only improved visuo-spatial skills, but did not transfer to early math performance in the present setting.
Permalink :	http://hdl.handle.net/10993/29860
	also: http://hdl.handle.net/10993/30098
DOI :	10.1080/10888691.2016.1276835

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