Individual differences in children's approximations of area correlate with competence in basic geometry

摘要: Abstract This study concerns the links between analog representations of spatial extent and visuospatial geometric competence in childhood. Research with college students suggests that individual differences adults' ability to approximate cumulative surface area are reflected their knowledge school-relevant geometry. Other research link magnitude mathematical reasoning may be present earlier development, at least for numerical arithmetic concepts. Here we asked whether understanding basic concepts transformations, such as parallelism mental rotation, makes similar psychological connections magnitude, particularly area, prior extensive education We found precision which 4- 6-year-olds irregular 2D shapes positively correlated performance on a geometry test, even when controlling age verbal intelligence. finding points previously undocumented relationship system representing competence. The potential interactions systems object recognition navigation discussed.