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CAUSAL INFERENCE AND THE SPATIAL–MATH LINK IN EARLY CHILDHOOD
Author(s) -
Bailey Drew H.
Publication year - 2017
Publication title -
monographs of the society for research in child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.618
H-Index - 63
eISSN - 1540-5834
pISSN - 0037-976X
DOI - 10.1111/mono.12288
Subject(s) - epiphenomenon , causal inference , spatial ability , psychology , cognition , spatial intelligence , inference , cognitive development , early childhood , developmental psychology , cognitive psychology , mathematics education , mathematics , computer science , statistics , artificial intelligence , philosophy , epistemology , neuroscience
Verdine et al. (2017) present compelling evidence for a causal effect of spatial skills on children's mathematics achievement in early childhood. In additional analyses of the correlation matrix reported by Verdine et al., I present evidence that the spatial‐math link is not merely an epiphenomenon of general cognitive demands of both tasks. However, the question of whether the link is due to a causal effect of spatial skills on mathematics skills, a causal effect of mathematics skills on spatial skills, or common factors influencing both during this developmental period is a more difficult one to answer. I present a well‐fitting model that implies factors influencing both are largely responsible for the correlations among mathematics and spatial skills across this developmental period. This analysis is far from a complete account of the spatial‐math link in early childhood; however, I end with recommendations for moving forward most efficiently.