Dynamic Assessment of 3D Mental Rotation: Effects of Motoric Intervention and Sex on Modifiability of 3D Mental Rotation and Spatial Orientation in Map Reading among Young Children

This study examined the effects of a visuo‑motoric, dynamic‑assessment‑based intervention on children’s three‑dimensional mental rotation (MR3D) and spatial‑orientation SOMR‑reading (SOMR) performance. Researchers randomly assigned 160 Grade 2 students to an experimental group that received mediated visuo‑motor training or a control group that practiced the same tasks without mediation. Both groups completed MR3D and SOMR assessments before and after the intervention. Results showed a significant Treatment × Time interaction for both MR3D and SOMR, indicating greater improvement in the experimental group than in the control group. Boys outperformed girls at baseline on MR3D, but no sex differences emerged in responsiveness to training, supporting the view that cognitive modifiability operates similarly across sexes. Correlational analyses revealed strengthened associations between MR3D and SOMR following intervention in the experimental group, suggesting enhanced integration of spatial‑cognitive processes. Hierarchical regression demonstrated that MR3D modifiability significantly predicted SOMR modifiability beyond demographic factors and baseline performance (ΔR² = .09) . Findings highlight the effectiveness of mediated visuo‑motor training for improving spatial reasoning, the transfer of MR3D gains to SOMR‑reading skills, and the value of dynamic assessment for identifying and fostering learning potential in early spatial cognition.