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Does training mental rotation transfer to gains in mathematical competence? Assessment of an at-home visuospatial intervention

机译：培训精神旋转转移到数学竞争力的收益吗？ 评估在家签证干预

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摘要

The current study examined whether the effect of spatial training transfers to the math domain. Sixty-two 6- and 7-year-olds completed an at-home 1-week online training intervention. The spatial-training group received mental rotation training, whereas the active control group received literacy training in a format that matched the spatial training. Results revealed near transfer of mental rotation ability in the spatial-training group. More importantly, there was also far transfer to canonical arithmetic problems, such that children in the spatial-training group performed better on these math problems than children in the control group. Such far transfer could not be attributed to general cognitive improvement, since no improvement was observed for non-symbolic quantity processing, verbal working memory (WM), or language ability following spatial training. Spatial training may have benefitted symbolic arithmetic performance by improving visualization ability, access to the mental number line, and/or increasing the capacity of visuospatial WM.
机译：目前的研究检查了空间训练转移到数学领域的效果。六十二名6 - 7岁和7岁的人完成了一周的1周在线培训干预。空间培训小组获得精神旋转培训，而主动对照组以符合空间培训的格式接受识字培训。结果透露在空间训练组精神旋转能力近的转移附近。更重要的是，对规范算术问题而言，空间训练组中的儿童在这些数学问题上表现优于对照组中的儿童。这种远离转移不能归因于一般认知改进，因为对于非符号数量处理，口头工作记忆（WM）或空间训练后的语言能力没有改进。空间训练可能通过提高可视化能力，访问精神号码线和/或增加粘合空间WM的容量来拥有象征性算术性能。

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