Field dependence-independence mediates the association between visual perception and mathematics. A cross-sectional study in children and preadolescents.

Abstract

ABSTRACT Visuospatial abilities are associated with children’s performance in mathematics. However, little is known about the contribution of visual perception, especially during preadolescence. Here, we aimed to test the relationship between visual perception, mathematics and field-dependent/independent cognitive style (FDI). We also focused on preadolescence, during which cognitive style tends to structure itself. Ninety-eight pupils were recruited in a public school in Rome (Italy) and divided into two age groups: children (age range = 6–10) and preadolescents (age range = 11–14). The relationship between visual perception, mathematics and FDI was tested by computing bivariate correlations as a preliminary step and using mediation analysis to test the mediating role of FDI. We found that FDI mediated this relation during preadolescence, enhancing the positive correlation between variables. In addition to the theoretical advances, the results of the present study may have an educational impact. Future studies should better investigate which types of training lead to mathematical achievement.