Abstract
Spatial ability predicts performance in mathematics and eventual expertise in science, technology and engineering. Spatial skills have also been shown to rely on neuronal networks partially shared with mathematics. Understanding the nature of this association can inform educational practices and intervention for mathematical underperformance. Using data on two aspects of spatial ability and three domains of mathematical ability from 4174 pairs of 12-year-old twins, we examined the relative genetic and environmental contributions to variation in spatial ability and to its relationship with different aspects of mathematics. Environmental effects explained most of the variation in spatial ability (~70%) and in mathematical ability (~60%) at this age, and the effects were the same for boys and girls. Genetic factors explained about 60% of the observed relationship between spatial ability and mathematics, with a substantial portion of the relationship explained by common environmental influences (26% and 14% by shared and non-shared environments respectively). These findings call for further research aimed at identifying specific environmental mediators of the spatial-mathematics relationship.
Highlights
Individual differences in spatial and mathematical abilities are correlated (~.5, e.g. Hegarty & Kozhevnikov, 1999), and rely on partly overlapping neural networks (Hubbard, Piazza, Pinel & Dehaene, 2005)
Intraclass correlation coefficients (ICC; Shrout & Fleiss, 1979) provide coefficients of twin similarity and, when these are separated by sex and zygosity, give a first indication of potential sex differences
Spatial ability and mathematics are only moderately heritable (h2 = .27 and .43 on average, respectively), the genetic factors contributing to variation in these traits are highly correlated
Summary
Individual differences in spatial and mathematical abilities are correlated (~.5, e.g. Hegarty & Kozhevnikov, 1999), and rely on partly overlapping neural networks (Hubbard, Piazza, Pinel & Dehaene, 2005). Individual differences in spatial and mathematical abilities are correlated Spatial ability at age 18 moderately correlates with raw SAT (Scholastic Assessment Test) mathematics scores, and remains a significant predictor of mathematical ability after controlling for general intelligence, processing speed and working memory (Rohde & Thompson, 2007). Greater spatial ability at age 13 is associated with preference for mathematics-related subjects at age 18; with choice of college major in Science, Technology, Engineering, or Mathematics (STEM), and with eventual expertise in STEM domains Little is known about the aetiology of the associations between spatial abilities and mathematics. The only genetically sensitive study to date suggested that the moderate (.32) correlation between mathematical and spatial ability was largely explained by shared genetic effects.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
