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The links between spatial and math skills in preterm and full-term children

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dc.contributor.coauthorDemir-Lira, O. Ece
dc.contributor.departmentGraduate School of Social Sciences and Humanities
dc.contributor.departmentDepartment of Psychology
dc.contributor.kuauthorGöksun, Tilbe
dc.contributor.kuauthorYılmaz, Begüm
dc.contributor.kuauthorKarakaş, Sultan
dc.contributor.schoolcollegeinstituteCollege of Social Sciences and Humanities
dc.contributor.schoolcollegeinstituteGRADUATE SCHOOL OF SOCIAL SCIENCES AND HUMANITIES
dc.date.accessioned2026-07-02T07:32:16Z
dc.date.issued2026
dc.description.abstractThe current study investigated the link between subdomains of spatial and math skills in preschool-aged full-term and preterm-born children. We assessed 238 English-speaking children living in the United States (114 girls
dc.description.abstract113 preterm, 125 full-term, Mage = 4.79, SD = 0.60) on their spatial (matrix reasoning, mental rotation) and math (counting, cardinality, and arithmetic assessed by addition and subtraction) skills. Regardless of neonatal status, matrix reasoning skills were related to verbal counting, cardinality, and addition performances, whereas mental rotation skills were related to subtraction performance. Among the preterm group, mental rotation was only related to subtraction skills for those with higher gestational age. These findings suggest that space-math links are mostly robust across children following different developmental trajectories, and interventions might focus on specific spatial skills to increase children's targeted math skills.
dc.description.fulltextNo
dc.description.harvestedfromManual
dc.description.indexedbyWOS
dc.description.indexedbyScopus
dc.description.publisherscopeInternational
dc.description.readpublishN/A
dc.description.sponsoredbyTubitakEuN/A
dc.description.sponsorshipThe work was supported by the Centers for Disease Control and Prevention Foundation [U48 DP006389]; Eunice Kennedy Shriver National Institute of Child Health and Human Development [R03HD102449]; James S. McDonnell Foundation [220020510].
dc.description.versionPublished Version
dc.identifier.WoSQuartileQ2
dc.identifier.doi10.1080/15248372.2026.2644864
dc.identifier.eissn1532-7647
dc.identifier.embargoNo
dc.identifier.issn1524-8372
dc.identifier.scopus2-s2.0-105033375269
dc.identifier.urihttps://doi.org/10.1080/15248372.2026.2644864
dc.identifier.urihttps://hdl.handle.net/20.500.14288/33144
dc.identifier.wos001719022600001
dc.keywordsSpatial skills
dc.keywordsMath skills
dc.keywordsPreschool children
dc.keywordsPreterm birth
dc.keywordsFull-term birth
dc.keywordsMatrix reasoning
dc.keywordsMental rotation
dc.keywordsCounting
dc.languageeng
dc.publisherTaylor and Francis
dc.relation.affiliationKoç University
dc.relation.collectionKoç University Institutional Repository
dc.relation.ispartofJournal of Cognition and Development
dc.relation.openaccessN/A
dc.rightsN/A
dc.rights.uriN/A
dc.subjectPsychology, developmental
dc.subjectPsychology, experimental
dc.titleThe links between spatial and math skills in preterm and full-term children
dc.typeJournal Article
dspace.entity.typePublication
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