Cheryl A Cohen | Washington University in St. Louis (original) (raw)
Papers by Cheryl A Cohen
Physical Review Physics Education Research, 2018
Physical Review Physics Education Research, 2018
Personality and Individual Differences, 2015
Poster presented at the Medicine …, 2004
Copyright © 2013 David H. Uttal et al. This is an open access article distributed under the Creat... more Copyright © 2013 David H. Uttal et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Three experiments compared performance and transfer among children aged 83–94 months after written or manipulatives instruction on two-digit subtraction. In Experiment 1a, children learned with manipulatives or with traditional written numerals. All children then completed a written posttest. Experiment 1b investigated whether salient or perceptually attractive manipulatives affected transfer. Experiment 2 investigated whether instruction with writing would transfer to a manipulatives-based posttest. Children demonstrated performance gains when the posttest format was identical to the instructed format but failed to demonstrate transfer from the instructed format to an incongruent posttest. The results indicate that the problem in tr...
Individual differences can influence a learner’s ability to extract information from dynamic, int... more Individual differences can influence a learner’s ability to extract information from dynamic, interactive animations. (Lowe, 2004). In three previous experiments, the author demonstrated that 1) spatial ability; and 2) the frequency with which participants interacted with an animated computer model made significant contributions to performance on a spatial visualization task in which they had to imagine and draw the cross-section of a three-dimensional object (Cohen et al., 2004). The present protocol study investigated the strategy differences between high- and low- spatial individuals, including differences on how they interacted with 3D visualizations during task performance. Method Six graduate students (3 high- and 3 low-spatial ability)
In two experiments, we investigated the benefits of using interactive animation and virtual geome... more In two experiments, we investigated the benefits of using interactive animation and virtual geometric solids for spatial visualization training. Individuals with low spatial ability were trained to recognize the cross section of a three-dimensional (3D) object using interactive animations in which they passed a plane through a 3D object, observed, and drew the resulting cross section. In both experiments, trained participants showed significantly greater pre-posttest improvement compared to controls on a test of inferring cross sections. Effects of training transferred to untrained stimuli. We propose mechanisms of learning and transfer and suggest how these results can be further developed and applied to spatial visualization training in science education.
Applied Spatial Cognition: From Research to Cognitive Technology, 2020
Journal of College Science Teaching, 2016
Psychology of Learning and Motivation - Advances in Research and Theory, 2012
Learning and Individual Differences, 2012
Abstract A new spatial ability test was administered online to 223 undergraduate students enrolle... more Abstract A new spatial ability test was administered online to 223 undergraduate students enrolled in introductory science courses. The 30-item multiple choice test measures individual differences in ability to identify the two-dimensional cross section of a three-dimensional geometric solid, a skill that has been identified as important in science, technology, engineering and mathematics (STEM) fields. Bivariate and partial correlations suggest that the test measures a skill that is distinct from three-dimensional mental rotation and change in view perspective. Test items varied along two scales: complexity of the geometric solid to be sliced and orientation of the cutting plane. Internal reliability of both the overall test and its subscales was satisfactory. Performance was higher on figures cut by orthogonal, rather than oblique, planes. Patterns of performance across more and less complex items, and patterns of sex differences on these items, suggest that items on the test are differentially amenable to imagistic and analytic strategies, with males outperforming females on items that are less amenable to analytic strategies. The test shows promise for online administration and for adaptation to younger populations.
Learning and Individual Differences, 2014
annual meeting of …, 2004
Introduction and Method This experiment was designed to investigate the roles of interactivity an... more Introduction and Method This experiment was designed to investigate the roles of interactivity and spatial visualization ability in the comprehension of 3D computer visualizations. Undergraduates were presented with a fictitious anatomy-like structure in the form of both printed 2D ...
annual meeting of …, 2004
Introduction and Method This experiment was designed to investigate the roles of interactivity an... more Introduction and Method This experiment was designed to investigate the roles of interactivity and spatial visualization ability in the comprehension of 3D computer visualizations. Undergraduates were presented with a fictitious anatomy-like structure in the form of both printed 2D ...
In two experiments, we investigated the benefits of using interactive animation and virtual geome... more In two experiments, we investigated the benefits of using interactive animation and virtual geometric solids for spatial visualization training. Individuals with low spatial ability were trained to recognize the cross section of a threedimensional (3D) object using interactive animations in which they passed a plane through a 3D object, observed, and drew the resulting cross section. In both experiments, trained participants showed significantly greater pre-posttest improvement compared to controls on a test of inferring cross sections. Effects of training transferred to untrained stimuli. We propose mechanisms of learning and transfer and suggest how these results can be further developed and applied to spatial visualization training in science education.
Page 1. Spatial Visualization Training Using Interactive Animation Cheryl A. Cohen (c_cohen@psych... more Page 1. Spatial Visualization Training Using Interactive Animation Cheryl A. Cohen (c_cohen@psych.ucsb.edu) Department of Psychology, University of California, Santa Barbara Santa Barbara, CA 93107 Mary Hegarty (hegarty ...
Physical Review Physics Education Research, 2018
Physical Review Physics Education Research, 2018
Personality and Individual Differences, 2015
Poster presented at the Medicine …, 2004
Copyright © 2013 David H. Uttal et al. This is an open access article distributed under the Creat... more Copyright © 2013 David H. Uttal et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Three experiments compared performance and transfer among children aged 83–94 months after written or manipulatives instruction on two-digit subtraction. In Experiment 1a, children learned with manipulatives or with traditional written numerals. All children then completed a written posttest. Experiment 1b investigated whether salient or perceptually attractive manipulatives affected transfer. Experiment 2 investigated whether instruction with writing would transfer to a manipulatives-based posttest. Children demonstrated performance gains when the posttest format was identical to the instructed format but failed to demonstrate transfer from the instructed format to an incongruent posttest. The results indicate that the problem in tr...
Individual differences can influence a learner’s ability to extract information from dynamic, int... more Individual differences can influence a learner’s ability to extract information from dynamic, interactive animations. (Lowe, 2004). In three previous experiments, the author demonstrated that 1) spatial ability; and 2) the frequency with which participants interacted with an animated computer model made significant contributions to performance on a spatial visualization task in which they had to imagine and draw the cross-section of a three-dimensional object (Cohen et al., 2004). The present protocol study investigated the strategy differences between high- and low- spatial individuals, including differences on how they interacted with 3D visualizations during task performance. Method Six graduate students (3 high- and 3 low-spatial ability)
In two experiments, we investigated the benefits of using interactive animation and virtual geome... more In two experiments, we investigated the benefits of using interactive animation and virtual geometric solids for spatial visualization training. Individuals with low spatial ability were trained to recognize the cross section of a three-dimensional (3D) object using interactive animations in which they passed a plane through a 3D object, observed, and drew the resulting cross section. In both experiments, trained participants showed significantly greater pre-posttest improvement compared to controls on a test of inferring cross sections. Effects of training transferred to untrained stimuli. We propose mechanisms of learning and transfer and suggest how these results can be further developed and applied to spatial visualization training in science education.
Applied Spatial Cognition: From Research to Cognitive Technology, 2020
Journal of College Science Teaching, 2016
Psychology of Learning and Motivation - Advances in Research and Theory, 2012
Learning and Individual Differences, 2012
Abstract A new spatial ability test was administered online to 223 undergraduate students enrolle... more Abstract A new spatial ability test was administered online to 223 undergraduate students enrolled in introductory science courses. The 30-item multiple choice test measures individual differences in ability to identify the two-dimensional cross section of a three-dimensional geometric solid, a skill that has been identified as important in science, technology, engineering and mathematics (STEM) fields. Bivariate and partial correlations suggest that the test measures a skill that is distinct from three-dimensional mental rotation and change in view perspective. Test items varied along two scales: complexity of the geometric solid to be sliced and orientation of the cutting plane. Internal reliability of both the overall test and its subscales was satisfactory. Performance was higher on figures cut by orthogonal, rather than oblique, planes. Patterns of performance across more and less complex items, and patterns of sex differences on these items, suggest that items on the test are differentially amenable to imagistic and analytic strategies, with males outperforming females on items that are less amenable to analytic strategies. The test shows promise for online administration and for adaptation to younger populations.
Learning and Individual Differences, 2014
annual meeting of …, 2004
Introduction and Method This experiment was designed to investigate the roles of interactivity an... more Introduction and Method This experiment was designed to investigate the roles of interactivity and spatial visualization ability in the comprehension of 3D computer visualizations. Undergraduates were presented with a fictitious anatomy-like structure in the form of both printed 2D ...
annual meeting of …, 2004
Introduction and Method This experiment was designed to investigate the roles of interactivity an... more Introduction and Method This experiment was designed to investigate the roles of interactivity and spatial visualization ability in the comprehension of 3D computer visualizations. Undergraduates were presented with a fictitious anatomy-like structure in the form of both printed 2D ...
In two experiments, we investigated the benefits of using interactive animation and virtual geome... more In two experiments, we investigated the benefits of using interactive animation and virtual geometric solids for spatial visualization training. Individuals with low spatial ability were trained to recognize the cross section of a threedimensional (3D) object using interactive animations in which they passed a plane through a 3D object, observed, and drew the resulting cross section. In both experiments, trained participants showed significantly greater pre-posttest improvement compared to controls on a test of inferring cross sections. Effects of training transferred to untrained stimuli. We propose mechanisms of learning and transfer and suggest how these results can be further developed and applied to spatial visualization training in science education.
Page 1. Spatial Visualization Training Using Interactive Animation Cheryl A. Cohen (c_cohen@psych... more Page 1. Spatial Visualization Training Using Interactive Animation Cheryl A. Cohen (c_cohen@psych.ucsb.edu) Department of Psychology, University of California, Santa Barbara Santa Barbara, CA 93107 Mary Hegarty (hegarty ...