Spatial ability Research Papers - Academia.edu (original) (raw)

Although the male advantage in traditional spatial abilities is well established, the female advantage in object location memory remains tentative. Object location memory is the only spatial ability that yields a female advantage, leading... more

Although the male advantage in traditional spatial abilities is well established, the female advantage in object location memory remains tentative. Object location memory is the only spatial ability that yields a female advantage, leading some to speculate that other factors, such as ...

The key mental domains in which sex differences have traditionally been studied are verbal and spatial abilities. In this article I suggest that two neglected dimensions for understanding human sex differences are 'empathising'... more

The key mental domains in which sex differences have traditionally been studied are verbal and spatial abilities. In this article I suggest that two neglected dimensions for understanding human sex differences are 'empathising' and 'systemising'. The male brain is a defined psychometrically as those individuals in whom systemising is significantly better than empathising, and the female brain is defined as the opposite cognitive profile. Using these definitions, autism can be considered as an extreme of the normal male profile. There is increasing psychological evidence for the extreme male brain theory of autism.

In two experiments, we investigated how learners comprehend the functioning of a three-pulley system from a presentation on a computer screen. In the first experiment (N ¼ 62) we tested the effect of static vs. animated presentations on... more

In two experiments, we investigated how learners comprehend the functioning of a three-pulley system from a presentation on a computer screen. In the first experiment (N ¼ 62) we tested the effect of static vs. animated presentations on comprehension. In the second experiment (N ¼ 45), we tested the effect of user-control of an animated presentation on comprehension. In both experiments the participants were university students. Comprehension was measured with a test including three comprehension indicators. The first experiment indicated that an animation as well as integrated sequential static frames enhanced comprehension. The second experiment showed that a controllable animation did not have a powerful effect on comprehension, except for learners with low spatial and mechanical reasoning abilities.

Abstract. People sometimes appear to represent graphical information by analogy to space. In this paper we consider the extent to which the tendency to represent information by analogy to space calls on spatial resources. We also examine... more

Abstract. People sometimes appear to represent graphical information by analogy to space. In this paper we consider the extent to which the tendency to represent information by analogy to space calls on spatial resources. We also examine whether people who represent ...

Success in STEM fields depends largely on robust spatial skills, in particular on the ability to perform a mental rotation. Given that this ability can be nurtured, this article includes examples of diverse relevant tasks appropriate for... more

Success in STEM fields depends largely on robust spatial skills, in particular on the ability to perform a mental rotation. Given that this ability can be nurtured, this article includes examples of diverse relevant tasks appropriate for grades 6–8 students.

In 2 experiments, high– and low–spatial ability students viwed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that explained the workings either of a bicycle... more

In 2 experiments, high– and low–spatial ability students viwed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that explained the workings either of a bicycle tire pump (Experiment 1) or of the human respiratory system (Experiment 2). The concurrent group generated more creative solutions to subsequent transfer problems than did the successive group;

Research shows that mathematics anxiety and mathematics achievement present a challenge for many educators , particularly elementary school teachers who usually have lower mathematics content knowledge and higher math anxiety levels than... more

Research shows that mathematics anxiety and mathematics achievement present a challenge for many educators , particularly elementary school teachers who usually have lower mathematics content knowledge and higher math anxiety levels than average college students. This study investigated education majors' cognitive abilities and mathematics perceptions that affect their mathematics performance in geometry, word problem-solving, and non-word problem-solving. We examined relationships between mathematics problem-solving and math anxiety in each of the three mathematical domains as a function of working memory (WM), spatial ability, and attitudes toward learning mathematics. Math anxiety, WM, and spatial ability explained 62% of the variance in student overall mathematics performance with math anxiety being the highest (negative) predictor. Although relationships between math anxiety and mathematics performance varied by mathematical domain, the negative effects of math anxiety were equally detrimental in each of the three mathematical domains, even after controlling for the effects of WM performance and spatial ability.

RESUMEN: Con repercusiones en casi todos los campos científicos y técnicos, la capacidad espacial sigue siendo un campo activo de investigación, especialmente en el ámbito de la ingeniería. En el último medio siglo, ha recibido un... more

Empirical data suggest that there is at most a very small sex difference in general mental ability, but men clearly perform better on visuospatial tasks while women clearly perform better on tests of verbal usage and perceptual speed. In... more

Empirical data suggest that there is at most a very small sex difference in general mental ability, but men clearly perform better on visuospatial tasks while women clearly perform better on tests of verbal usage and perceptual speed. In this study, we integrated these overall findings with predictions based on the Verbal–Perceptual–Rotation (VPR) model ([Johnson, W., and Bouchard, T. J.

هدفت هذه الدراسة إلى قياس القدرة المكانية وتحديد علاقتها بالتخصص الأكاديمي والتحصيل الدراسي والقدرات العامة لطلبة الهندسة وطلبة التربية الفنية في جامعة الملك فيصل في الفصل الدراسي الأول من عام 1434ه. وتتلخص مشكلة الدراسة بأن القدرة... more

هدفت هذه الدراسة إلى قياس القدرة المكانية وتحديد علاقتها بالتخصص الأكاديمي والتحصيل الدراسي والقدرات العامة لطلبة الهندسة وطلبة التربية الفنية في جامعة الملك فيصل في الفصل الدراسي الأول من عام 1434ه. وتتلخص مشكلة الدراسة بأن القدرة المكانية لا تقاس قبل دخول الطالب للجامعة مع ارتباط هذه القدرة بالنجاح في تخصص الهندسة والتربية الفنية. وتكونت عينة الدراسة من طلاب السنة الثالثة في كلية الهندسة وكلية التربية-قسم التربية الفنية في جامعة الملك فيصل والبالغ عددهم (119) طالباً. واستخدمت هذه الدراسة مقياس بوردو المعدل للقدرة المكانية (The Revised Purdue Spatial Visualization Test). ووظفت الدراسة المنهج الوصفي لتقصي القدرة المكانية وعلاقتها بتخصص الطلاب، وتحصيلهم، وقدراتهم العامة. وقد بينت نتائج الدراسة انه يوجد فروق ذات دلالة إحصائية بين الطلاب في القدرة المكانية تبعا لمتغير التخصص، وهذه الفروق لصالح طلاب الهندسة، كما أظهرت النتائج أن الطلاب ذوي التحصيل العالي يتفوقون في القدرة المكانية على الطلاب ذوي التحصيل المنخفض. كما أظهرت أيضا، أن الطلاب ذوي القدرات العامة العالية يتفوقون في القدرة المكانية على الطلاب ذوي القدرات العامة المنخفضة.
The purpose of this study was to measure the spatial ability and to determine its relationships with the academic specialization, academic achievement, and the General Aptitude Test (GAT) for the engineering students and students of art education at the King Faisal University, Saudi Arabia, during the first semester, 2013. The problem of the study is mainly that the spatial abilities of university students are not measured prior to their entrance to some academic majors such as Engineering and Art education, in spite of its linking with success in these majors. The study sample consisted of third-year students in the College of Engineering and the College of Education - Department of Art Education at the King Faisal University (n =119).The study used the Revised Purdue Spatial Visualization Test (RPAVT) and employed a descriptive approach to investigate the spatial ability of the students and its relationship to the study variables. The results indicated that there were significant differences between students in the spatial ability depending on specialization, and these differences are for the benefit of engineering students. In addition, the results showed that students with high achievement performed better in spatial ability test than the students with low achievement. Moreover, the students with high general aptitude performed better in spatial ability test than the students with low general aptitude.

Sex differences in the latent general and broad cognitive abilities underlying the Woodcock–Johnson Tests of Cognitive Abilities were investigated for children, youth, and adults ages 6 through 59. A developmental, multiple... more

Sex differences in the latent general and broad cognitive abilities underlying the Woodcock–Johnson Tests of Cognitive Abilities were investigated for children, youth, and adults ages 6 through 59. A developmental, multiple indicator–multiple cause, structural equation model was used to investigate sex differences in latent cognitive abilities as well as developmental changes in these differences across the 6 to 59 age span. Females showed a consistent advantage on the latent processing speed (Gs) factor, and males showed a small, consistent advantage on the latent comprehension–knowledge (Gc) factor. Males also showed an advantage on latent quantitative reasoning (RQ) and visual–spatial ability (Gv) factors at most ages, although the latter was statistically significant only for adults. No statistically significant sex differences were shown on latent auditory processing, short-term memory, long-term retrieval, or fluid reasoning factors. The higher-order, latent g factor showed inconsistent differences for children, small, non-significant differences favoring females for adolescents, and fairly consistent statistically significant differences favoring females in adulthood. Findings are inconsistent with developmental theory that suggests males should show an advantage on g in adulthood. Supplemental analyses suggested that methodological choices, including the use of latent variables versus composites and methods for dealing with missing data, can affect research findings.

La competencia espacial se puede desarrollar mediante la realización de ejercicios y la competencia creativa mejora, si el diseño de los ejercicios ofrece múltiples soluciones. La comprensión del relieve topográfico es necesaria para la... more

La competencia espacial se puede desarrollar mediante la realización de ejercicios y la competencia creativa mejora, si el diseño de los ejercicios ofrece múltiples soluciones. La comprensión del relieve topográfico es necesaria para la integración de proyectos de arquitectura e ingeniería en el entorno. Sin embargo, en la formación universitaria de los estudiantes, se han detectado carencias para la interpretación de las formas del relieve. Las maquetas de terreno, además de aportar una materialidad que complementa a las representaciones virtuales que ofrecen los programas de diseño asistido por ordenador, pueden ayudar a suplir esta carencia. La aparición de tecnologías de fabricación digital de bajo coste permiten la creación de maquetas de terreno y su incorporación en la docencia reglada. En este artículo se presentan los resultados de dos experiencias en esa línea. En la primera, llevada a cabo durante el curso 2015-16 con 33 alumnos universitarios, se realizan maquetas topográficas utilizando secciones apiladas, con el objetivo de mejorar la interpretación tridimensional de las formas del terreno. La segunda parte de la experiencia, llevada a cabo durante el curso 2016-17 se realiza con alumnos del Máster del profesorado. Se trata de una validación preliminar, con pocos alumnos, en la que se pretende incorporar aspectos creativos a la realización de maquetas de terrenos. Para medir la variación de la competencia creativa en los alumnos se utiliza el Test de Abreacción de la Creatividad (TAEC), antes y después de la experiencia.

The clinical study of crossed aphasia in dextrals (CAD) may shed light on the discreteness and modularity of several cognitive functions, such as language, gestures and visual spatial abilities, with respect to hemispheric lateralisation.... more

The clinical study of crossed aphasia in dextrals (CAD) may shed light on the discreteness and modularity of several cognitive functions, such as language, gestures and visual spatial abilities, with respect to hemispheric lateralisation. Since 1975 over 180 cases have been described, employing, however, different criteria of assessment and classification. The purpose of this paper is to review them and to propose a set of diagnostic criteria that may be useful to single out a series of reliable CAD cases on which research can be safely carried out. A detailed analysis of such series is dealt with in terms of a number of characteristics concerning both the language disorder and the associated nonverbal cognitive impairments.

24 students learned about a chemical process either from animation or static pictures taken from the animation at four crucial points. An aptitude-treatment interaction was obtained in which spatial ability plays a compensating role:... more

24 students learned about a chemical process either from animation or static pictures taken from the animation at four crucial points. An aptitude-treatment interaction was obtained in which spatial ability plays a compensating role: Low-spatial ability students showed poor learning outcomes when learning from pictures while high-spatial students did not; when learning from animation, however, learning outcome was high

The development of three-dimensional Computer Aided Design (3D CAD) technology has additionally spurred research into spatial ability to find the ways for its enhancement through teaching and instruction and to understand the mechanism of... more

The development of three-dimensional Computer Aided Design (3D CAD) technology has additionally spurred research into spatial ability to find the ways for its enhancement through teaching and instruction and to understand the mechanism
of its assessment. The techniques involved in multimedia engineering environment of today as well as their inclusion into engineering curricula and courses have to be strongly supported by wider knowledge of spatial ability. This paper is a review of research results applied to engineering graphics education by respecting spatial ability as a recognized predictor of success in engineering. The development of engineering
graphics teaching based on research suggestions about spatial ability represents an increasingly complex approach that puts additional stress on engineering graphics educators. Thus classical tests for the assessment of spatial ability are
described, the applied strategies for their solving are presented, the selected obtained results are compared, and a distinction is drawn between the strategies employed for more complex spatial tasks that engineering is dealing with.

This study investigated the relationship between visuo-spatial representation, mental rotation (MR) and functional anatomy examination results. A total of 184 students completed the Group Embedded Figures Test (GEFT), Mental Rotation Test... more

This study investigated the relationship between visuo-spatial representation, mental rotation (MR) and functional anatomy examination results. A total of 184 students completed the Group Embedded Figures Test (GEFT), Mental Rotation Test (MRT) and Gordon Test of Visual Imagery Control. The time spent on personal assignment was also considered. Men were found to score better than women on both GEFT and MRT, but the gender effect was limited to the interaction with MRT ability in the anatomy learning process. Significant correlations were found between visuo-spatial, MR abilities, and anatomy examination results. Data resulting from the best students’ analyzes underscore the effect of high MR ability which may be considered reliable predictor of success in learning anatomy. The use of specific tests during learning sessions may facilitate the acquisition of anatomical knowledge.

The Tridio® learning material, consisting of cubes and mosaic pieces and accompanying exercises involving isometric and orthogonal views, has been developed with the aim of enhancing children's spatial ability. This study investigated the... more

The Tridio® learning material, consisting of cubes and mosaic pieces and accompanying exercises involving isometric and orthogonal views, has been developed with the aim of enhancing children's spatial ability. This study investigated the effects of Tridio on 5th-graders' (11-year-olds') spatial ability, categorized in J. B. Carroll's (1993) factors spatial relations (SR) and visualization (VZ). A matched-pairs pretest-posttest design (25 pairs) was
used. Experimental group children received a training with Tridio, consisting of five individual 30 min sessions. SR was measured using the Card Rotations test and the Flags test; the Paper Folding test and the Mental Rotations test were used as tests of VZ. The appropriateness of these tests for 11-year-olds was first examined in a pilot study. Furthermore, a content-specific test of Tridio performance was administered. Partial correlations between the content-specific and the spatial ability test scores, controlling for school performance, indicated that Tridio adds to the general school curriculum in focusing on spatial ability, but that not all types of Tridio exercises contribute to this. Transfer effects of the Tridio training on spatial ability were, however, not found. With a higher power, effects on SR may be found, but probably not on VZ. The found lack of effect on VZ may be due to
the young age of the participants, or to the fact that many children did not get to the more complex Tridio exercises. Content-specific effects were present, indicating that children
possibly learned something other than spatial ability.