Linguistic Pathways to Spatial Cognition: The relations between Chinese handwriting legibility and different spatial subskills
Abstract
Numerous cross-cultural comparative studies have claimed East Asian children’s superiority in spatial cognition and the significance of intensive Chinese character writing experience in shaping this superiority. However, the specific mechanism/pathways behind this functioning remain unclear. To fill this gap, this study focused on the spatial-orientated legibility dimension and investigated the relationship between Chinese handwriting legibility and spatial cognition with different spatial subskills (i.e., visual-motor integration, spatial visualization, and mental rotation) in the particular Chinese cultural context. A total of 249 4th graders participated in the investigation and finished the relevant measurements. The results suggested that Chinese handwriting legibility had a strong relationship with visual-motor integration, and this relationship can be generalized to spatial visualization and mental rotation, thus confirming the close relationship between Chinese handwriting and spatial cognition and specifying the mechanism/pathways behind this relationship. Possible explanations for the results and implications for school practitioners are discussed.