Longitudinal Analysis of Associations between 3-D Mental Rotation and Mathematics Reasoning Skills during Middle School: Across and within Genders

ABSTRACT

The development of math reasoning and 3-d mental rotation skills are intertwined. However, it is currently not understood how these cognitive processes develop and interact longitudinally at the within-person level – either within or across genders. In this study, 553 students (52% girls) were assessed from fifth to seventh grades on 3-d mental rotation spatial skills (assessed each fall) and numerical and algebraic math reasoning skills (assessed each spring). Boys outperformed girls on mental rotation tests across all three grades, and on fifth and seventh grade math reasoning tests. Consistent with the literature on between-person comparisons, there was a positive correlation between mental rotation and math reasoning skills in the full sample and for both genders. A random intercept cross-lagged panel model was used to control for these confounding group-level differences in order to isolate within-person associations between earlier and later performance. Initially in fifth grade, math reasoning predicted subsequent sixth grade mental rotation skills. By seventh grade, more advanced mental rotation skills were associated with subsequent math reasoning skills while math reasoning skills were no longer predictive of mental rotation skills. An examination of gender differences revealed that this pattern was driven by boys while girls experienced less within-person change. These findings suggest that boys may initially rely in part on their math reasoning skills to solve 3-d mental rotation tasks. However, as their 3-d mental rotation skills mature, they begin to primarily depend upon these developing spatial skills to solve math reasoning problems rather than the reverse.     

Relationship Quality as a Moderator of Anxiety in Siblings of Children Diagnosed with Autism Spectrum Disorders or Down Syndrome

The purpose of this study was to examine typically-developing adolescents’ perceived relationship quality with their developmentally-disabled sibling, specifically siblings diagnosed with an autism spectrum disorder (ASD) or Down syndrome (DS). The 119 eleven through seventeen-year-old adolescent participants (M = 13.32, SD = 1.90) completed an online survey that assessed demographics, sibling relationship quality, and anxiety. Results showed that siblings of children with DS have a greater overall sibling relationship quality than do siblings of children with an ASD. Results further indicated that reporting more negative interchanges within the sibling relationship was related to higher levels of anxiety regardless of sibling disability type. Lastly, sibling relationship quality moderated the relation between sibling disability type and anxiety. These findings promote greater understanding of the sibling dynamic in families with children with developmental disabilities and suggest the need for establishing more research and greater clinical evaluation in this area. Furthermore, the current study suggests that therapeutic intervention to address the sibling relationship quality within children diagnosed with ASDs and their typically-developing siblings would be beneficial in order to increase social support within the relationship as well as decrease the amount of negative interchanges within the sibling relationship. Results also suggested that decreasing the amount of negative interchanges within the sibling relationship may decrease the level of anxiety the typically-developing sibling reports.     

Parental Contributions to the Delay of Gratification in Preschool-aged Children

Delay of gratification in young children has been linked to long-term behavioral and academic outcomes. This study explored parent behavior during a laboratory paradigm as possible associates of delay ability. The sample consisted of 50 two- and three-year-old children and their primary caregivers. A newly created laboratory task, the gift delay task, was conducted to assess delay of gratification. Additionally, parents completed a child temperament (EASI-III) questionnaire. Based on the award-oriented behavior in the gift delay task, children were classified into three groups: delay (20 %), touch and go (i.e., approached the gift, but demonstrated some delay ability; 46 %), and non delay (34 %). Likewise, parents were classified into three groups: non-directive (parents did not initiate any interactions, but may have participated in child-led activity), active (parents initiated interaction with the child no more than 3 times), and very active (parents initiated 4 or more interactions with the child). Significant differences in emotionality and impulsivity were found between the 3 groups of children; additionally, significant differences in delay ability were found based on parent classifications suggesting that there is an optimal level of involvement on part of the parent that helps the child to wait, but beyond this point, involvement may be detrimental to a successful delay outcome. Implications for behavioral interventions focused on parental support and scaffolding are discussed.     

Immediate Feedback Assessment Technique Promotes Learning and Corrects Inaccurate first Responses

The Psychological Record - Multiple-choice testing procedures that do not provide corrective feedback facilitate neither learning nor retention. In Studies 1 and 2, the performance of participants...     

The relationship between children's self-reported recess problems, and peer acceptance and friendships

This study used three samples to investigate the nature of children's self-reported recess problems and the degree to which these were correlated with children's peer acceptance and mutual friendships. Results suggest that seven student complaints about recess can be grouped into problems with peer conflict and problems with social inclusion. Modest relations were reported between inclusion recess problems and children's mutual friendships and peer acceptance. Relations of conflict recess problems with mutual friendships and peer acceptance were less frequent. Results suggest that self-reported recess problems are a distinct construct from traditional research measures of peer acceptance and friendships.     

Internet use and social support in women with breast cancer.

Many Web sites offer information to breast cancer patients, who are increasingly using these sites. The authors investigated the potential psychological benefits of Internet use for medical information by breast cancer patients. Of the 251 women approached, 188 were successfully interviewed (74.9%). Forty-two percent used the Internet for medical information related to breast health issues and did so for an average of 0.80 hr per week. The Interpersonal Support Evaluation List and the UCLA Loneliness Scale, with results controlled for covariates, showed that Internet use for breast health issues was associated with greater social support and less loneliness than Internet use for other purposes or nonuse. Breast cancer patients may obtain these psychological benefits with only a minimal weekly time commitment.