Mental Rotation With Tangible Three‐Dimensional Objects: A New Measure Sensitive to Developmental Differences in 4‐ to 8‐Year‐Old Children

Abstract

ABSTRACT There is an emerging consensus that spatial thinking is fundamental to later success in math and science. The goals of this study were to design and evaluate a novel test of three‐dimensional ( 3D ) mental rotation for 4‐ to 8‐year‐old children ( N = 165) that uses tangible 3D objects. Results revealed that the measure was both valid and reliable and indicated steady growth in 3D mental rotation between the ages of 4 and 8. Performance on the measure was highly related to success on a measure of two‐dimensional ( 2D ) mental rotation, even after controlling for executive functioning. Although children as young as 5 years old performed above chance, 3D mental rotation appears to be a difficult skill for most children under the age of 7, as indicated by frequent guessing and difficulty with mirror objects. The test is a useful new tool for studying the development of 3D mental rotation in young children.