It is a "small world": Relations between performance on five spatial tasks and five mathematical tasks in undergraduate students.

One of the most robust relations in cognition is that between spatial and mathematical reasoning. One important question is whether this relation is domain general or if specific relations exist between performance on different types of spatial tasks and performance on different types of mathematical tasks. In this study, we explore unique relations between performance on five spatial tasks and five mathematical tasks. An exploratory factor analysis conducted on Data Set 1 ( N = 391) yielded a two-factor model, one spatial factor and one mathematical factor with significant cross-domain factor loadings. The general two-factor model structure was replicated in a confirmatory factor analysis conducted in a separate data set ( N = 364) but the strength of the factor loadings differed by task. Multidimensional scaling and network-based analyses conducted on the combined data sets reveal one spatial cluster, with a central node and one more tightly interconnected mathematical cluster. Both clusters were interconnected via the math task assessing geometry and spatial sense . The unique links identified with the network-based analysis are representative of a "small-world network." These results have theoretical implications for our understanding of the spatial-mathematical relation and practical implications for our understanding of the limitations of transfer between spatial training paradigms and mathematical tasks. (PsycInfo Database Record (c) 2024 APA, all rights reserved).