000			02308nam a2200229Ia 4500
008			181030s2016 xx 000 0 und d
040			_cMANILA TYTANA COLLEGES LIBRARY
100			_aMix, Kelly S.
245		0	_aSeparate but correlated : _bthe latent structure of space and mathematics across development / _cKelly S. Mix, Susan C. Levine, Yi-Ling Cheng, Chris Young, D. Zachary Hambrick, Raedy Ping, Spyros Konstantopoulos
260			_cSeptember 2016
336			_atext
337			_aunmediated
338			_avolume
440			_n145 : 9, page 1206-1227 _aJournal of Experimental Psychology: General
520			_aThe relations among various spatial and mathematics skills were assessed in a cross-sectional study of 854 children from kindergarten, third, and sixth grades (i.e., 5 to 13 years of age). Children completed a battery of spatial mathematics tests and their scores were submitted to exploratory factor analyses both within and across domains. In the within domain analyses, all of the measures formed single factors at each age, suggesting consistent, unitary structures across this age range. Yet, as in previous work, the 2 domains were highly correlated, both in terms of overall composite score and pairwise comparisons of individual tasks. When both spatial and mathematics scores were submitted to the same factor analysis, the 2 domain specific factors again emerged, but there also were significant cross-domain factor loadings that varied with age. Multivariate regressions replicated the factor analysis and further revealed that mental rotation was the best predictor of mathematical performance in kindergarten, and visual-spatial working memory was the best predictor of mathematical performance in sixth grade. The mathematical tasks that predicted the most variance in spatial skill were place value (K, 3rd, 6th), word problems (3rd, 6th), calculation (K), fraction concepts (3rd), and algebra (6th). Thus, although spatial skill and mathematics each have strong internal structures, they also share significant overlap, and have particularly strong cross-domain relations for certain tasks.
521			_aPsychology.
650			_aAnalysis.
650			_aLatent structure analysis.
650			_aShort-term memory.
942			_2lcc _cA
998			_c82909 _d141272
999			_c79451 _d79451