Contributions of executive function to spatial thinking in young children

Abstract

AbstractIdentifying factors that contribute to spatial thinking is of great interest given links between spatial thinking and success in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Working memory has been found to be predictive of spatial thinking but little research has explored other components of executive function (i.e., inhibition and shifting) in relation to spatial thinking. A total of 131 4‐ to 6‐year‐olds (Mage = 5.06; 53.4% male; 56% Latinx, 18% White, 12% Mixed Race, 5% Asian, and 5% other) were assessed using spatial, executive function, and intelligence tasks. Results show that inhibition, shifting, and working memory are all associated with intrinsic and extrinsic spatial task scores. These results advance developmental theory on spatial thinking and offer a promising route for future interventions in improving spatial ability.Highlights In this study, we examine whether there are direct effects of executive function of children's spatial thinking. Four to six‐year‐old children were assessed using a battery of spatial, executive function, and general intelligence tasks. Results show that the three components of executive function are associated with both intrinsic and extrinsic spatial thinking. These findings advance developmental theory and provide a basis for future interventions to improve spatial thinking.