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Mental Images and School Learning: A Longitudinal Study on Children.
Maria Guarnera1, Monica Pellerone1, Elena Commodari2
1Faculty of Human and Social Sciences, Kore University of Enna, Enna, Italy.
Frontiers in Psychology
|October 18, 2019
Summary
Mental imagery skills in preschoolers predict later academic success in reading and math. Early assessment of these visualization abilities can inform targeted educational interventions for children.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Emerging research links children's reading abilities to mental representation skills.
- Visuospatial abilities are crucial for mathematical learning and task performance across developmental stages.
Purpose of the Study:
- To longitudinally investigate if mental imagery processes in preschoolers predict mathematics, writing, and reading skills in early primary school.
- To examine the predictive relationship between specific mental imagery components and early academic achievement.
Main Methods:
- A longitudinal study conducted over two school years with an initial 100 preschoolers (ages 4-5).
- Utilized four test batteries to assess school learning outcomes and mental imagery processes (generation, inspection, transformation).
Main Results:
- Different facets of mental imagery processes show varying degrees of involvement in foundational school learning skills.
- Findings indicate a differential impact of mental imagery components on academic outcomes.
Conclusions:
- Mental imagery abilities in early childhood are significant predictors of later academic performance in literacy and numeracy.
- Screening for mental imagery skills in schoolchildren may facilitate the development of effective interventions to enhance these cognitive abilities.
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