The impact of spatial skills on problem‐solving parsimony and solution quality in middle childhood.
Saved in:
| Title: | The impact of spatial skills on problem‐solving parsimony and solution quality in middle childhood. |
|---|---|
| Authors: | Schäfer, Jonas (AUTHOR), Reuter, Timo (AUTHOR), Leuchter, Miriam (AUTHOR) |
| Source: | British Journal of Developmental Psychology. Nov2025, Vol. 43 Issue 4, p993-1009. 17p. |
| Subjects: | Task performance, Research funding, Cognition in children, Age distribution, Descriptive statistics, Space perception in children, Data analysis software, Problem solving in children |
| Abstract: | Spatial skills are essential cognitive abilities that develop during middle childhood and play a crucial role in solving STEM problems. In this relation, however, important aspects of problem‐solving performance remain underexplored. Consequently, this study investigated whether spatial skills contribute to solution quality and parsimony in problem‐solving. The sample comprised 478 six‐ to eight‐year‐olds (219 female) who completed mental rotation, visuospatial memory and gear‐based problem‐solving tasks. In both problem‐solving tasks, spatial skills were associated with solution quality (β =.27** or.39**, respectively) and partially with the number of operations (β = −.06 or −.16*), indicating higher parsimony. Age was significantly linked to spatial skills and partially to parsimony but not to solution quality. These findings highlight the importance of spatial skills for different aspects of children's STEM‐related problem‐solving. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Developmental Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Spatial skills are essential cognitive abilities that develop during middle childhood and play a crucial role in solving STEM problems. In this relation, however, important aspects of problem‐solving performance remain underexplored. Consequently, this study investigated whether spatial skills contribute to solution quality and parsimony in problem‐solving. The sample comprised 478 six‐ to eight‐year‐olds (219 female) who completed mental rotation, visuospatial memory and gear‐based problem‐solving tasks. In both problem‐solving tasks, spatial skills were associated with solution quality (β =.27** or.39**, respectively) and partially with the number of operations (β = −.06 or −.16*), indicating higher parsimony. Age was significantly linked to spatial skills and partially to parsimony but not to solution quality. These findings highlight the importance of spatial skills for different aspects of children's STEM‐related problem‐solving. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 0261510X |
| DOI: | 10.1111/bjdp.12568 |
