Visuo-Spatial Play Experience: Forerunner of Visuo-Spatial Achievement in Preadolescent and Adolescent Boys and Girls?

Autor/inn/en	Robert, Michele; Heroux, Gisele
Titel	Visuo-Spatial Play Experience: Forerunner of Visuo-Spatial Achievement in Preadolescent and Adolescent Boys and Girls?
Quelle	In: Infant and Child Development, 13 (2004) 1, S.49-78 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7219
DOI	10.1002/icd.336
Schlagwörter	Play; Females; Spatial Ability; Cognitive Ability; Visual Perception; Preadolescents; Predictor Variables; Age Differences; Gender Differences; Intelligence Quotient; Socioeconomic Status; Mothers; Parent Influence; Vocabulary; Verbal Ability; Foreign Countries; Child Development; Canada; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Spiel; Weibliches Geschlecht; Räumliches Vorstellungsvermögen; Denkfähigkeit; Visuelle Wahrnehmung; Pre-adolescence; Präadoleszenz; Prädiktor; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Intelligenzquotient; Socio-economic status; Sozioökonomischer Status; Mother; Mutter; Wortschatz; Mündliche Leistung; Ausland; Kindesentwicklung; Kanada
Abstract	This cross-sectional study explored whether participation, from early childhood, in play involving different cognitive abilities predicts visuo-spatial achievement at ages 9, 12, and 15. Based on parental assessment, prior and present practice of spatial manipulation play was found to be consistently more frequent in boys than in girls; the reverse held true for verbal expression play. Whereas boys did not significantly outperform girls in three visuo-spatial tasks, girls were superior on a contrastive vocabulary task. In general, with IQ statistically controlled, regression analyses showed that estimated past and present spatial manipulation play predicted both genders' proficiency in the water-level task and Embedded Figures Test, as did mothers' socioeconomic status for Block Design performance. Contrastingly, a negative relation was established between spatial manipulation play and vocabulary scores. Similar to the activity-ability association often identified among adults, the relation established here between spatial play experience and visuo-spatial ability was only modest. Further research should aim at more definitive conclusions through augmenting both diversity in the visuo-spatial skills measured and sophistication in play behaviour appraisal. (Contains 1 figure, 11 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10