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Related Experiment Video

Updated: Mar 16, 2026

Utilizing Electroencephalography Measurements for Comparison of Task-Specific Neural Efficiencies: Spatial Intelligence Tasks

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Published on: August 9, 2016

Spatial Processing in Infancy Predicts Both Spatial and Mathematical Aptitude in Childhood.

Jillian E Lauer¹, Stella F Lourenco¹

¹Department of Psychology, Emory University.

Psychological Science

|August 17, 2016

Summary

Early infant spatial skills predict later math and spatial abilities. This research highlights the importance of foundational visuospatial development for future academic success in science, technology, engineering, and mathematics (STEM) fields.

Keywords:

cognitive development mental-transformation skill spatial cognition symbolic mathematics

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Area of Science:

Cognitive Development
Developmental Psychology
Neuroscience

Background:

Individual differences in spatial intelligence are crucial for STEM achievement.
The developmental origins of spatial aptitude and its link to STEM success remain largely unexplored.

Purpose of the Study:

To investigate the early developmental origins of spatial intelligence.
To determine if infant spatial processing predicts later spatial and mathematical competence.

Main Methods:

A longitudinal study design was employed.
Infants aged 6–13 months completed a visuospatial change-detection task.
Children's spatial aptitude and symbolic math skills were assessed at 4 years of age.

Main Results:

Infant performance on the change-detection task predicted later spatial aptitude (mental-transformation skill).
Early visuospatial skills also predicted symbolic math achievement at 4 years.
These predictions held even after controlling for general cognitive abilities and spatial memory.

Conclusions:

Nascent spatial processes in infancy serve as precursors to later spatial intelligence.
Early spatial abilities are significant predictors of childhood math achievement.
Understanding these early links can inform interventions for STEM education.