To see the other types of publications on this topic, follow the link: Spatial ability.
Dissertations / Theses on the topic 'Spatial ability'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Spatial ability.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Jones, Catherine Mary. "Sex differences in spatial ability." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/15115.
Full text
2
Gardner, Janet E. "Spatial Ability in Registered Nurses." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc499989/.
Full textAbstract:
Spatial ability is the skill associated with mental relations among objects, the process of maintaining the physical aspects of an object after mentally rotating it in space. Many studies report a strong association of spatial ability with success in various areas of health care, especially surgery, radiology and dentistry. To date, similar investigations in professional nursing could not be located. Registered nurses, employed in an acute care multi-hospital setting, were surveyed using the Shipley-2Block Pattern Test, the Group Embedded Figures Test, and a newly created test of general nursing knowledge. The sample size of 123 nurses was composed of 31 male nurses and 92 female nurses. Data was collected between May and August of 2013 and analyzed using R, version 2.15.2. The present study did not demonstrate a statistically significant effect for gender differences on two measures of spatial ability. However, Cohen’s d effect sizes for mean gender differences in the present study are consistent with prior studies. This may suggest the nursing profession is comparable with other professions where males perform higher than females on spatial ability. The present study should be considered an initial step toward evaluating the relevance of spatial ability in the performance of nursing care.
3
Baldwin, Tammy Katherine. "Spatial Ability Development in the Geosciences." Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/249233.
Full textAbstract:
We designed an experiment to evaluate change in students' spatial skills as a result of specific interventions. Our test subjects included high school students in earth science classes, college level non-science majors enrolled in large enrollment introductory geoscience courses and introductory level geoscience students. All students completed spatial tests to measure their ability to mentally rotate three-dimensional objects and to construct a three-dimensional object from a two-dimensional representation. Results show a steady improvement in spatial skills for all groups. They also indicate that students choosing science majors typically have much higher spatial skills as they enter college. Specific interventions to improve spatial skills included having a subgroup of the non-science majors and high school students complete a suite of Geographic Information System (GIS) activities. The intervention at the high school level was more extensive and resulted in significant improvements in both categories of spatial ability. At the college level, the non-science majors that received the intervention showed no significant difference from those that did not, probably because the time spent on the intervention was too short. The geoscience majors had nearly three times the improvement of non-science majors in both categories of spatial ability attributed to hands-on weekly laboratory experiences. These results reveal a wide range of abilities among all groups of students, and suggest that we evaluate teaching strategies in all courses to ensure that students can interpret and understand the visual imagery used in lectures.
4
Lee, Jong Won. "Effect of gis learning on spatial ability." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/3896.
Full textAbstract:
This research used a spatial skills test and cognitive-mapping test to examine the effect of GIS learning on the spatial ability and spatial problem solving of college students. A total of 80 participants, undergraduate students at Texas A&M University, completed pre- and post- spatial skills tests administered during the 2003 fall semester. Analysis of changes in the students test scores revealed that GIS learning could help students improve their spatial ability. Strong correlations existed between the participants spatial ability and their performance in the GIS course. The research also found that spatial ability improvement linked to GIS learning was not significantly related to differences in gender or to academic major (geography majors vs. science and engineering majors). A total of 64 participants, recruited from students enrolled in Introduction to GIS and Computer Cartography at Texas A&M University, completed pre- and post- cognitive-mapping tests administered during the 2003 fall semester. Students performance on the cognitive-mapping test was used to measure their spatial problem solving. The study assumed that the analysis of the individual map-drawing strategies would reveal information about the cognitive processes participants used to solve their spatial tasks. The participants were requested to draw a map that could help their best friends find their way to three nearby commercial locations. The map-drawing process was videotaped in order to allow the researcher to classify subjects map-drawing strategies. The study identified two distinctive map-drawing strategies: hierarchical and regional. Strategies were classified as hierarchical when subjects began by drawing the main road network across the entire map, and as regional when they completed mapping sub-areas before moving on to another sub-area. After completion of a GIS course, a significant number of participants (about half) changed their map-drawing strategies. However, more research is necessary to address why these changes in strategy came about.
5
Naylor, Susan J. "Spatial context effects on temporal and spatial factors in map memory /." Thesis, Connect to Dissertations & Theses @ Tufts University, 1999.
Find full textAbstract:
Thesis (Ph.D.)--Tufts University, 1999.Adviser: Holly A. Taylor. Submitted to the Dept. of Psychology. Includes bibliographical references (leaves 59-61). Access restricted to members of the Tufts University community. Also available via the World Wide Web;
6
Billen, Elaine. "Gender differences in spatial ability within virtual reality." Thesis, Abertay University, 2004. https://rke.abertay.ac.uk/en/studentTheses/85a75f1f-db6f-4975-9d01-9f9877100605.
Full textAbstract:
The main question that this study addressed was whether the gender differences found in performance within Virtual Reality (VR) are due purely to innate spatial ability differences or due to, at least in part, environmental factors. Examination of the differences, as a function of virtual or real training environments, is important to understanding what can be accomplished with virtual environments and what aspects of VR needs to be studied further in order to maximise their effectiveness. Contemporary research into VR has suggested sex differences in performance are due to females having a poorer innate ability to mentally rotate objects and that this ability underpins the ability to navigate successfully both real and a three- dimensional computer generated world. Mental rotation tests (MRT) were used to measure spatial ability as these have been shown to produce consistent and robust sex difference. Environmental factors such as motivation, self-perception and practice were used to manipulate performance on the MRTs to ascertain whether such factors were as important as biological differences. A virtual environment (VE) was also used to test participants on their visualisation, orientation and wayfinding skills along with their ability to recall information from the VE. The main results showed that in seven of the nine MRTs and also in the VE tests, no significant sex differences were found. The conclusion was that although there are biological differences that have evolved a male advantage with regards to spatial ability, changes in society and the perception of gender roles has to some degree offered females experience with spatial tasks. Environmental factors have to be considered as the tests showed that practice can reduce and perhaps even eliminate differences in spatial performance although not necessarily at the higher end of problem solving. The Motivation and Self-perception tests clearly showed how such environmental factors either increase or indeed decrease performance depending on how they are manipulated. With regards to VR and spatial ability, special attention has been given to the role of computer games companies. It has been recognised that games are an introduction to computer literacy and that games can improve spatial skills and interface proficiency. Girls are being discouraged from taking an active involvement in gaming because of the male orientated content of most games. Females are under-performing within VR and sex differences are one form of explanation however it is possible that lack of experience and lack of motivation to interact with computer technology are also important issues to be addressed.
7
Lokasari, Andre. "Spatial ability cognitive model with ACT-R 6.0." [Ames, Iowa : Iowa State University], 2008.
Find full text
8
Manrique, Carissa Janice. "Effects of Using Logic and Spatial Cybergames to Improve Student Success Rates in Lower-Division Chemistry Courses." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68010/.
Full textAbstract:
A study was conducted to investigate the relationships between cybergaming treatment groups and the control group (N = 99: ncontrol = 8; nlogic = 29; nspatial = 30; ncombination = 32) with success in the organic chemistry I course as measured by achievement over a 10-week period. The treatment groups included logic training, spatial training, and combination logic-spatial training. Students' ability was measured by pre/post exams using the Group Assessment of Logical Thinking (GALT) to measure logic ability, Purdue Visualizations of Rotations (ROT) test to measure spatial skills, and the General-Organic-Biochemistry (GOB) Exam to measure content attainment. Finally, students' responses about participation in this experience were evaluated using open- and closed-ended questions on a self-developed survey. A second study was conducted to evaluate the relationship between the cybergaming treatment and control groups (N = 88: nexperimental = 27; ncontrol = 61) with success in the general chemistry I course as measured by achievement and final course averages and grades. The cybergaming treatment group underwent intensive combination logic-spatial training for 10 weeks. Students' progress was measured using three pre/post instruments: Group Assessment of Logical Thinking (GALT) measured logic ability, Purdue Visualizations of Rotations (ROT) Test measured spatial skills, and the California Chemistry Diagnostic Exam measured content attainment. Finally, students' responses about their participation in this experience were evaluated using open- and closed-ended questions on a self-developed survey. Analyses of the data were performed to determine the relationships between cybergaming treatments and control groups in organic chemistry I and general chemistry I courses. In organic chemistry I results showed no statistical or practical significance as to students' success. In general chemistry I results indicated statistical significance and medium practicality for students with an average grade of C and for females over males as to improvement of spatial skills.
9
Ho, Chun-Heng. "Spatial Cognition in Design." Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/14150.
Full textAbstract:
Previous studies suggest that 3D visualization is fundamental to design spatial cognition, and the capability to work with 3D mental or physical models and taking perspective views from a set of 2D drawings are essential parts of design education, although there is no definitive evidence that can directly support these beliefs. This dissertation focuses on the issues of how spatial capabilities correlate with design performance and whether design education can improve students' spatial capabilities. Two types of capabilities tests, i.e. spatial capability test and general reasoning test, are used, and there are 251 Georgia Tech undergraduate students involved in this research. The results of this research suggest that the correlations between design studio performance and the tested factors are more salient among female students than male students. While female students generally have lower spatial capabilities than male students in design, they can take advantage of their general reasoning capability to compensate for the lack of the other two spatial capabilities and perform well in design studio. A stepwise regression further reveals that, for the female design student group, the general reasoning capability is the only predictor for their design performance. However, no significant interaction is observed in the male design student group between tested capabilities and design studio performance. As a result, there seems to exist a threshold requirement in spatial capabilities for design major students. After passing this threshold, other factors such as domain specific skills and knowledge or self-motivation would likely to be the dominant one. Lastly, although the results show the tested capabilities are all important for design major students from different perspectives, the design education does not show any contribution in the improvement of these capabilities.
10
Alias, Maizam. "Spatial visualisation ability and problem solving in civil engineering." Thesis, Online version, 2000. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.325666.
Full text
11
Lee, Yu-fung. "Develop students' spatial ability with physical and virtual manipulatives." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35677806.
Full text
12
Lee, Yu-fung, and 李如鳳. "Develop students' spatial ability with physical and virtual manipulatives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35677806.
Full text
13
Kayhan, Emine Banu. "Investigation Of High School Students'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.
Full textAbstract:
The purposes of the study wereto investigate the effect of type of high school on spatial ability, to investigate the relationships between students&rsquo
mathematics achievements, logical thinking abilities and their spatial abilities and to investigate the effect of technical drawing course on the development of students&rsquo
spatial abilities. The study was conducted in Ankara with 251 9th-grade students who enrolled to general, Anatolian, foreign language, commercial vocational and industrial vocational high schools. Two measuring instruments were utilized: Spatial Ability Tests and Group Test of Logical Thinking. Spatial Ability Tests, which were developed by Ekstrom, consist of card rotation, cube comparison tests measuring the spatial orientation ability and paper folding and surface development tests measuring the spatial visualization ability. The tests were translated in to Turkish by Delialioglu, (1996). Group Test of Logical Thinking was developed by Roadrangka, Yeany, and Padilla and a Turkish version of GALT was developed by Aksu, Beberoglu and Paykoç
(1990). In order to analyze the obtained data, one way ANOVA, correlation analysis and t-test were used. The results of the study indicated that
there is no significant effect of type of high school on students&rsquo
spatial abilities
there is a significant positive relationship between spatial ability and mathematics achievement
there is a significant positive relationship between spatial ability and logical thinking ability
there is a significant positive relationship between spatial ability and technical drawing achievement
and there is a significant development in the students&rsquo
spatial abilities of the students in the technical drawing course.
14
Dean, Graham Mark. "The function of imagery in cognition." Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386465.
Full text
15
Goodwin, Julia Elizabeth. "Processes involved in mental rotation : a developmental perspective." Thesis, Birkbeck (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309220.
Full text
16
Bayrak, Mahmut Emre. "Investigation Of Effect Of Visual Treatment On Elementary School Student." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610012/index.pdf.
Full textAbstract:
The purposes of the study were to investigate the effects of visual treatment
on students&rsquoopinion in terms of thinking process and students&rsquo
opinion in terms of feelings in the spatial ability activities
to investigate the effects of visual treatment on student&rsquo
s spatial ability, spatial visualization and spatial orientation The study was conducted in Ankara with 21 sixth-grade elementary school students. One group pretest-posttest design was used. Two measuring instruments were utilized: Spatial Ability Test and Spatial Problem Attitude Scale. Spatial Ability Test, which was developed by Ekstrom, consists of paper folding and surface development tests measuring the spatial visualization ability and card rotation together with cube comparison tests measuring the spatial orientation ability. The tests were translated into Turkish by Delialioglu, (1996). Spatial Problem Attitude Scale was developed by researcher. The study employed both quantitative and qualitative research using a mixed method design. The researcher conducted 9 interviews with nine 6th grade students from the same class. The students were asked their opinion about the visual treatment in terms of thinking process and feelings in the spatial ability activities. Additionally, the class was observed during their activity time that continued 10 weeks and five hours per week.In order to analyze the obtained data, Friedman and Wilcoxon tests as well as one-way repeated measures Analysis of Variance were used. To analyze data obtained from interviews, the phenomenographic method was used. The results of the study indicated that there was a statistically significant change in students&rsquo
spatial ability, spatial orientation and spatial visualization scores across three time periods (pre treatment, post treatment and retention). All three scores were significantly different from each other. Test scores were significantly higher immediately after the visual treatment than those before the treatment. The test scores one month later were significantly lower than those immediately after the treatment, but significantly higher than the scores before the treatment. The findings suggest that visual treatment has positive effects on students&rsquo
spatial cognitive process and their attitudes toward spatial ability problems. Selection of the appropriate visual treatment should be based on students&rsquo
needs and their cognitive development level for providing better learning environment
17
Cakmak, Sedanur. "An Investigation Of The Effect Of Origami-based Instruction On Elementary Students." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610864/index.pdf.
Full textAbstract:
The main purpose of the study was to investigate the effect of origami-based instruction on fourth, fifth, and sixth grade students&rsquospatial ability in mathematics. More specifically, how origami-based instruction affected students&rsquo
spatial visualization and spatial orientation ability was examined. In addition, elementary students&rsquo
self-reported perceptions related to origami-based instruction was investigated. In other words, students&rsquo
attitude towards origami-based instruction, their views about the benefits of origami-based instruction and its connection to mathematics, and the difficulties that students encountered while making origami as well as by whom they overcame these difficulties were investigated. The data was collected from 38 fourth, fifth, and sixth grade students in a private school in Eryaman neighborhood in Ankara. The participants were given a Spatial Ability Test (SAT) as pretest and posttest in order to assess the effect of origami-based instruction on their spatial ability in terms of spatial visualization and spatial orientation. In addition, the participants were asked to write reflection papers related to origami-based instruction in order to examine their perceptions. The results indicated that there was a significant positive effect of origami-based instruction on elementary students&rsquo
both spatial visualization and spatial orientation ability. Moreover, the findings showed that students had positive attitude toward origami-based instruction where they wanted to continue origami-based instruction. Students also thought that origami-based instruction was beneficial for them especially in geometry topics in mathematics, and they have common views that origami-based instruction was directly related with mathematics. Furthermore, results revealed that students were generally encountered with folding and assembling difficulties, and they overcame these difficulties by themselves, by the help of the teacher, and by the help of their friends.
18
Kline, Keith Alan. "The effects of visualizations and spatial ability on learning from static multimedia instructions." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44702.
Full textAbstract:
Successful learning about physical systems is thought to depend on the development of a mental representation of the system's dynamic behavior, which constitutes a mental model, rather than only its static structure (e.g., Schnotz, 2005). Because dynamic mental models must be generated by learners from static diagrams, learning might be promoted by encouraging learners to visualize motion in static diagrams. However, mental models represent dynamic spatial information that might be difficult to construct for learners with lower spatial ability; they might benefit from instructional designs that support spatial reasoning, such as phase diagrams and depictive arrows. In Experiment 1, participants learned about air pumps, carburetors, and toilet tanks from single phase diagrams, multiphase diagrams, or multiphase diagrams followed by a prediction activity in which they predicted system behavior in novel situations. This prediction activity was expected to implicitly prompt mental visualization of motion. Learning in the latter condition (i.e., with the prediction activity) was significantly better than learning in the single phase condition. In the prediction condition, the enhancing effect of spatial ability on learning outcome was partially mediated by performance in the prediction activity. The mediation suggested that high spatial ability helped participants to accurately visualize the systems as they made predictions, which contributed to better performance on the learning assessment. Experiment 1 assessed visualizations during the prediction activity, whereas Experiment 2 assessed visualizations during the lessons. In two conditions in Experiment 2, participants were explicitly prompted to visualize motion in the system while viewing the lessons. Because learners with lower spatial ability were expected to have difficulty visualizing motion, arrows depicting motion were added in one condition. A baseline condition excluded the arrows and the prompt to visualize motion. In all three conditions, participants viewed multiphase diagrams followed by the prediction activity. Learning outcomes among the three conditions did not differ significantly: Depictive arrows and prompts to visualize motion were not significantly effective. Also, spatial ability did not interact with instructional condition. However, both spatial ability and subjective ratings of attempts to visualize motion were predictive of learning outcome. Overall, results from the two experiments indicated that participants with higher spatial ability were better able than participants with lower spatial ability to generate dynamic mental models from static instructions, particularly when they were implicitly prompted to reason about the system as they made predictions. Learners with lower spatial ability might need other forms of assistance for mental model generation, such as animated instructions.
19
Bailey, Shannon Kyle Tedder. "Spatial ability and experts of needlework crafts an exploratory study." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/7.
Full textAbstract:
In the Surface Development Test, self-perceived Sewing Expertise was significant in predicting participants' test scores. For the Paper Folding Test, Knitting and Crocheting Expertise were significant, suggesting expertise may mitigate age effects.; Spatial ability has been a topic of much research and debate over the past few decades. Yet, there are gaps in the current literature. Spatial ability refers to the aptitude of an individual to mentally rotate objects, visualize spaces, and recognize patterns (Linn & Petersen, 1985). A highly spatial task that is not addressed in research literature is crafting. Crafting may refer to knitting, crocheting, sewing, and other hobbies that include manipulations of materials. These crafts are spatially oriented, because they necessitate mental rotation, pattern recognition, and 3-D visualization to create an object. While research tends to favor males on certain spatial tests (Voyer, Voyer, & Bryden, 1995), research on the relationship between expertise and spatial ability has concentrated on traditionally male dominated domains, such as architecture and video games (Salthouse & Mitchell, 1990; Sims & Mayer, 2002). The traditionally female domain of needlework crafting expertise has not been studied empirically. First, a literature review is presented to give an overview of previous spatial ability research. The paper then describes the needlework crafts of sewing, knitting, and crocheting, including their historical significance and the spatial processes involved. A study was conducted to test the hypothesis that more expertise in needlework crafts will correlate with better performance on spatial ability tests. Three hundred and four adult women (ages 18-77) completed the study. Participant experience level was determined by self-perceived level of crafting expertise. Participants performed three spatial ability tests from the ETS Factor Reference Kit (Ekstrom et al., 1976): Paper Folding, Surface Development, and Card Rotations. Results indicated that age was correlated negatively with performance in all spatial tests. Only age was significant in the Card Rotations Test.ID: 030645652; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Accepted in partial fulfillment of the requirements for honors in the major in Psychology.; Thesis (B.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 31-35)
B.S.
Bachelors
Sciences
Psychology
20
Loring-Meier, Susan. "Sex differences in visual-spatial ability: Components of cognitive processing." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1490.
Full text
21
Neagu, Teodora. "Is there a relationship between spatial orientation ability, and field of study and gender?" Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184031.
Full textAbstract:
Spatial ability has been studied in relation to education and gender previously, concluding that men outperform women in any field of study in spatial tasks and test batteries. For that reason, the present study aims to confirm such differences through a spatial orientation task and the Santa Barbara Sense of Direction Scale (SBSOD). The study was conducted online with 106 participants of which 58 were men and 44 women, distributed in two groups (STEM and No-STEM). An analysis of variance (ANOVA) and t-test concluded that overall men outperform women in both the task and the test, however, there is no difference between field of study. Further research should focus on the limitations of the present study, regarding the sample size and task design.Spatial förmåga har tidigare studerats med avseende på både studieinriktning och kön, där slutsatsen har varit att män presterar bättre än kvinnor oavsett studieinriktning vid test av spatial förmåga. Av den anledningen riktar den här studien in sig på att styrka det sambandet med hjälp av en spatial orienteringsuppgift och Santa Barbara Sense of Direction Scale (SBSOD). Studien genomfördes online med 106 deltagare där 58 var män och 44 kvinnor, fördelade i två grupper baserat på studieinriktning (Naturvetenskaplig och icke- naturvetenskaplig). En variansanalys (ANOVA) och ett t-test gav resultatet att män generellt presterar bättre än kvinnor i både uppgiften och testet, men det finns däremot ingen skillnad mellan studieinriktningar. Ytterligare forskning bör fokusera på begränsningarna i denna studie, avseende antal deltagare och utformning av uppgiften.
22
Swarlis, Linda L. O'Connor Brian C. "Enhancement of spatial ability in girls in a single-sex environment through spatial experience and the impact on information seeking." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9734.
Full text
23
Crowder, Anita. "Differences in Spatial Visualization Ability and Vividness of Spatial Imagery Between People With and Without Aphantasia." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5599.
Full textAbstract:
Mathematics education researchers have examined the relationship between visualization and mathematics for decades (e.g., Arcavi, 2003; Bishop, 1991; Duval, 1999; Fennema & Tartre, 1985; Presmeg, 1986). Studies have linked spatial visualization ability, such as measured in mental rotation tasks, directly to mathematics self-efficacy (Pajares & Kranzler, 1995; Weckbacher & Okamoto, 2014), which in turn influences mathematics achievement (Casey, Nuttall, & Pezaris, 1997). With the important role that spatial visualization plays in learning mathematics, the recent identification of congenital aphantasia (Zeman, Dewar, & Della Sala, 2015), which is the lack of mental imagery ability, has raised new questions for mathematics education researchers. This study investigated the differences in mental rotation test performance and vividness of spatial imagery between people who have aphantasia and people who do not as a first step toward examining how aphantasia may affect mathematics learning and education. Results confirmed prior aphantasia research showing that there was no significant difference in mental rotation test performance between people with aphantasia and those without aphantasia, despite people with aphantasia reporting significantly lower vividness of spatial imagery. Results also showed that there was less difference in mental rotation test performance between the genders for people with aphantasia, while gender played a significant role in mental rotation test performance for people without aphantasia. People with aphantasia also reported lower self-efficacy in the arts than people without aphantasia. Implications of these results will be discussed within the context of current research, and possible directions for future research will be offered.
24
Tang, Meiling. "Gender differences in relationship between background experiences and three levels of spatial ability." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155573195.
Full text
25
Toombs, Paul. "Reinforcement learning of visually guided spatial goal directed movement." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2603.
Full textAbstract:
A range of visually guided, spatial goal directed tasks are investigated, using a computational neuroethology approach. Animats are embedded within a bounded, 2-D environment, and map a 1-D visual array, through a convolution network, to a topography preserving motor array that stochastically determines the direction of movement. Temporal difference reinforcement learning modifies the convolution network in response to a reinforcement signal received only at the goal location. Three forms of visual coding are compared: multiscale coding, where the visual array is convolved by Laplacian of Gaussian filters at a range of spatial scales before convolution to determine the motor array; rectified multiscale coding, where the multiscale array is split into positive and negative components; and intensity coding, where the unfiltered visual array is convolved to determine the motor array. After learning, animats are examined in terms of performance, behaviour and internal structure. When animats learn to approach a solitary circle, of randomly varying contrast, rectified multiscale coding animats learn to outperform multiscale and intensity coding animats in both independent and coarse scale noise conditions. Analysis of the learned internal structure shows that rectified multiscale filtering facilitates learning by enabling detection of the circle at scales least affected by noise. Cartwright and Collett (1983) showed that honeybees learn the angle subtended by a featureless landmark to guide movement to a food source at a fixed distance from the landmark, and furthermore, when tested with only the edges of the landmark, still search in the same location. In a simulation of this experiment, animats are reinforced for moving to where the angle subtended by a solitary circle falls within a certain range. Rectified multiscale filtering leads to better performing animats, with fewer hidden units, in both independent and coarse scale visual noise conditions, though for different reasons in each case. Only those animats with rectified multiscale filtering, that learn in the presence of coarse scale noise, show similar generalisation to the honeybees. Collett, Cartwright and Smith (1986) trained gerbils to search at locations relative to arrangemments of landmarks and tested their search patterns in modifications of the training arrangements. These experiments are simulated with landmark distance coded as either a 1-D intensity array, or a 2-D vector array, plus a simple compass sense. Vector coding animats significantly outperform those using intensity coding and do so with fewer hidden units. Furthermore, vector coding animats show a close match to gerbil behaviour in tests with modified landmark arrangements.
26
Solomon, Clifford E. "Evaluating spatial abilities in health sciences students /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7680.
Full text
27
Milik, Nancy. "Fitting Free-Form Question-Asking and Spatial Ability into ITS Development." Thesis, University of Canterbury. Computer Science and Software Engineering, 2007. http://hdl.handle.net/10092/1215.
Full textAbstract:
Intelligent Tutoring Systems (ITSs) are problem-solving environments that provide individualised instruction and are able to adapt to the abilities and needs of each individual student in order to maximise effective learning. They provide feedback on students' actions, but a problem arises when students do not always understand the feedback they receive. Therefore, it would be beneficial for students to be able to ask for additional clarifications at any time, and to receive feedback customised to their individual differences. This research focuses on providing an additional help channel in ITSs where students are able to ask free-form questions, as well as accounting for the students' psychometric measure of spatial ability. We describe ERM-Tutor, the test-bed ITS chosen for implementing our research framework. ERM-Tutor is a constraint-based tutoring system for teaching logical database design. Students practise this procedural task in ERM-Tutor by solving each step and receiving feedback on their solutions. We also present our approach to addressing the meta-cognitive skill of question-asking in ERM-Tutor. We added a question-asking module that enables students to ask free-form questions and receive the most appropriate answers stored in the system. In addition, we investigated the potential of tailoring the feedback messages towards the learners' psychometric measure of spatial ability. We modified ERM-Tutor to provide not only textual feedback messages, but also multimedia messages, containing a combination of text and pictures. We performed a series of evaluation studies in order to evaluate the effectiveness of our proposed solutions. All our studies were conducted with tertiary students enrolled in an introductory database course. The students had attended lectures on logical database design and were asked to use ERM-Tutor to develop and practise their mapping skills. The results show an overall improvement in performance and learning gain for all students using ERM-Tutor. Interactions with the question-asking module show that most questions asked by students were task-focused, directly requesting help on specific errors. The results confirm the need for addressing students' questions inside an ITS environment. Furthermore, there were no conclusive results to support a difference in effectiveness of the textual versus multimedia feedback presentation modes with respect to the students' spatial ability. However, we observed a number of trends indicating that matching the instruction presentation mode towards the students spatial ability influences their perception of the system and motivation to use it, more than their learning gain. Our results show promising indications for further explorations. We present our approaches, full analyses of the collected data from our evaluation studies, as well as our research contributions to the ITSs field. We also portray a number of future directions that will contribute towards maximising the effectiveness of learning in ITSs.
28
Prus, Maria (Maria Nicole). "Investigation of visual spatial ability and its relation to design methods." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59955.
Full textAbstract:
Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2010.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 39).
The purpose of the study was to determine if a significant correlation exists between visual spatial ability and the construction of both two and three dimensional models and previous experience using the skills involved in these two subset subject areas of engineering prototype design. Mechanical engineering undergraduate seniors were given a spatial intelligence test known as the Paper Folding Test, a 6 minute test created by the Educational Testing Service. They were also asked to create an origami figure given a set of instructions lacking any written description, only images of the paper folds and rotations. This test will be timed and the length of time to complete the origami task will be compared to the student's scores on the Paper folding test and to their self reported experience levels in CAD, sketch model, and origami figure creation. The participants were also asked about the difficulty or ease they experienced completing each test. A significant correlation existed between the scores on the Paper Folding Test and the origami exercise completion times. Subjects with the fastest origami figure completion times tended to receive a higher score on the Paper Folding Test. Additionally, subjects with more than basic origami experience correlated significantly with receiving higher scores on the Paper Folding Test. No other correlations between previous experience and test score success were determined significant.
by Maria Prus.
S.B.
29
Pontillo, Teresa Maria. "Spatial ability and handedness as potential predictors of space teleoperation performance." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59564.
Full textAbstract:
Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2010.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 60-61).
NASA is concerned with finding performance predictors for space teleoperation tasks in order to improve training efficiency. Experiment 1 determined whether scores on tests of spatial skills could predict performance when selecting camera views for a simulated teleoperation task. The hypothesis was that subjects with high spatial ability would perform camera selection tasks more quickly and accurately than those with lower spatial ability, as measured by the Mental Rotation Test (MRT), Purdue Spatial Visualization Test (PSVT), and the Perspective Taking Ability (PTA) test. Performance was defined by task time, number of correct camera selections, preparation time, number of camera changes, and correct identification of clearance issues. Mixed regression and nonparametric tests showed that high-scoring subjects on the MRT and PTA spatial ability tests had significantly lower task times, higher camera selection scores, and fewer camera changes than subjects with lower scores, while High PSVT scorers had significantly lower preparation times. Experiment 2 determined whether spatial ability, joystick configuration, and handedness influenced performance of telerobotic fly-to tasks in a virtual ISS environment. 11 righthanded and 9 left-handed subjects completed 48 total trials, split between two hand controller configurations. Performance was defined by task time, percentage of translational and rotational multi-axis movement, percentage of bimanual movement, and number of discrete movements. High scorers for the MRT, PSVT, and PTA tests had lower Task Times, and High PSVT and PTA scorers made fewer Discrete Movements than Low scorers. High MRT and PTA scorers had a higher percentage of translational and rotational multi-axis movement, and High MRT scorers had a higher percentage of bimanual movement. The overall learning effect appears to be greater than the effect of switching between hand controller configurations. No significant effect of handedness was found. These results indicate that these spatial ability tests could predict performance on space teleoperation tasks, at least in the early phases of training. This research was supported by the National Space Biomedical Research Institute through NASA NCC 9- 58.
by Teresa Maria Pontillo.
S.M.
30
Jones, Sue. "The role of spatial ability on navigating computer-based information spaces." Thesis, University of Nottingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518733.
Full text
31
Ryan, Anna. "Can measures of executive functions and spatial ability predict multitasking performance?" Thesis, Stockholms universitet, Psykologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144372.
Full textAbstract:
Recent studies have indicated that individual differences in Executive Functionings (EF) are independent predictors of multitasking performance and mediated by spatial ability. However, these studies lacked multiple measures of EF and their observed effects of spatial processing may have been induced by the nature of the spatial task per se. In this study, participants completed a multitasking session in which they monitored deadlines of four digital clocks running at different rates along with separate measures of EF (inhibition and updating) and spatial ability (mental rotation). Results showed that individual differences in mental rotation and EF were independent predictors of multitasking performance, even when task-specific spatial cues were eliminated. Furthermore, males showed a better multitasking performance than females, and these gender effects were fully mediated by spatial ability. These findings suggest that efficient multitasking involves EF, but that relying on spatial abilities can alleviate cognitive control demands.
32
Jiang, Bo. "Formal Reasoning and Spatial Ability: A Step towards "Science for All"." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002651.
Full text
33
Mak, Gigi Yin Chee. "Effects of different modes of presentation and individual differences in spatial ability." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/35861/1/35861_MAK_1996.pdf.
Full textAbstract:
Over the last two decades, there has been a revival
of interest in the relationship between visualisation
and the mechanisms of human reasoning, especially in
relation to mathematics and problem solving. Further,
studies looking at the use of visual images in problem
solving and mathematics have found a positive
relationship, suggesting the general advantages of using
visualisation in complex analysis. However, a direct
relationship between the visual presentation of
information, understanding and performance remains
inconclusive due to limitations of previous research.
Much research has shown that exist in both spatial ability attainment with boys outperforming explanations for such differences, gender differences and mathematical
girls. Theoretical explanations for such difference as those involving innate factors or socio-cultural influences have so far yielded equivocal conclusions. This present study comprised 5 tests. They were the Group Embedded Figures Test, the Revised Minnesota Paper Form Board Test, the Personal Style Inventory, the Cognitive Style Inventory, and the Planet Movement Task.The first two were used as standard spatial tests, the two inventories were used to test for non-cognitive factors which might have some effect on spatial performance. The Planet experiment was used to see if there were significant differences between 2D tasks and 3D tasks and to investigate the effect of various modes/types of presentation on communication of the spatial problems ..
34
Clement, Bridget Williams. "Object and spatial recognition in the ischemic gerbil." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/clement/ClementB0510.pdf.
Full textAbstract:
The Mongolian gerbil is extensively used to model transient cerebral ischemia, a type of stroke that can occur with anoxia and cardiac arrest. A global ischemic insult in the gerbil produces damage to hippocampal CA1 pyramidal cells comparable to that observed in humans. A limited number of models are available to evaluate the behavioral consequences of cerebral ischemia in the gerbil. The goal of the present experiments was to evaluate the impact of transient cerebral ischemia on object and spatial recognition memory as these tasks have not been previously utilized with the gerbil model. Following ischemic insult (5-min bilateral carotid occlusion) or sham procedure, gerbils were tested in a familiar environment with novel objects. A familiarization phase followed by separate test phases for presentations of a novel object or object location were conducted. Exploratory behavior for the novel object or object location was evaluated using an automated tracking system. Results indicated that both ischemic and sham subjects were able to recognize the novel object when placed in the environment. However, when confronted with a familiar object, placed in a novel location, neither group exhibited a significant increase in exploratory behavior. A second experiment was conducted to further investigate the spatial recognition task. Subjects were habituated to the apparatus in addition to the experimental objects. Under this experimental condition, both groups exhibited significant exploratory behavior for the object placed in the novel location. The ischemic and control groups differed from each other during habituation with ischemic subject showing significantly higher activity levels. It is possible that differences between the groups remain but that these recognition findings are a result of extended habituation to the experimental objects. Further investigation of this matter is needed to determine the effect of prior object exposure on exploratory behavior in the spatial recognition task.
35
Neilson, James. "Sex differences in spatial cognition an evolutionary approach /." Access electonically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041220.103635/index.html.
Full text
36
McLeay, Heather. "Imagery and the mental manipulation of knots." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311388.
Full text
37
Bolen, Judy Ann. "Spatial Ability, Motivation, and Attitude of Students as Related to Science Achievement." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67961/.
Full textAbstract:
Understanding student achievement in science is important as there is an increasing reliance of the U.S. economy on math, science, and technology-related fields despite the declining number of youth seeking college degrees and careers in math and science. A series of structural equation models were tested using the scores from a statewide science exam for 276 students from a suburban north Texas public school district at the end of their 5th grade year and the latent variables of spatial ability, motivation to learn science and science-related attitude. Spatial ability was tested as a mediating variable on motivation and attitude; however, while spatial ability had statistically significant regression coefficients with motivation and attitude, spatial ability was found to be the sole statistically significant predictor of science achievement for these students explaining 23.1% of the variance in science scores.
38
Weisberg, Steven Marc. "WHERE AM I? INDIVIDUAL DIFFERENCES IN MEMORY, NAVIGATION ABILITY, AND NAVIGATION STRATEGY." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/308490.
Full textAbstract:
PsychologyPh.D.
Navigation proficiency - the ability to find and recall new and familiar locations - varies widely among individuals (e.g., Schinazi, Epstein, Nardi, Newcombe, & Shipley, 2013; Weisberg, Schinazi, Newcombe, Shipley, & Epstein, 2014). The cognitive processes that support effective navigation have been theoretically sketched out (e.g., Wolbers & Hegarty, 2010), but how do those processes contribute to aspects of and individual differences in navigation behavior? Using a virtual environment to assess navigation proficiency (Weisberg et al., 2014), we conducted two studies to investigate whether individual differences in navigating meaningfully relate to memory capacity (Study1) and navigation strategy (Study 2). Results from Study 1 suggest that working memory capacity may limit some participants' ability to build accurate cognitive maps. Using a virtual environment paradigm based on the rodent T-maze (Marchette, Bakker, & Shelton, 2011), Study 2 shows that good navigators do not prefer to use a place-based strategy over a response-based strategy, but there was an interaction between strategy selection and goals found. Good navigators who used a place-based strategy found more goals than good navigators who used a response-based strategy; the opposite was true for bad navigators. Emerging from this set of studies is a richer picture of how individual differences in cognitive traits (i.e., working memory capacity), and strategy choice relate to navigation proficiency.
Temple University--Theses
39
Ninasdotter, Holmström Matilda, and Sofia Korhonen. "Visualization: The Human Brain and Developing Spatial Ability in Structural Geological Education." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-256185.
Full textAbstract:
Spatial ability and the skill to visualize objects is necessary for earth scientist, especially structural geologist. For this reason, undergraduate students within earth science needs to learn this skills, and how is the best way to teach this skills. To implement 3D thinking in undergraduate teaching, three strategies are presented. The first one is to separate and combine objects, which includes to see geological differences and categorize them. Secondly, visualize objects, both many and single ones and see which ones who are connected. Third and lastly is still and moving objects which involves geological processes. It is important to give students time to develop their spatial abilities and help them during the learning process. Another aspect to this is the path of information within the human brain when visualizing an object. The result shows that the process starts with the human eye which perceive the object and its attributes, then the geniculate nucleus sorts the information and directs it toward the visual primary cortex located in the occipital lobe. The primary visual cortex then send the information though the ventral- and dorsal steam which produces a visualization. Aspects which can affect the spatial ability may be earlier experiences, age and the way each person perceive the object. These factors effects how hard humans think the process of visualization is. The questionnaire showed that 3D models help students to visualize and should be used more in undergraduate teaching.Förmågan att visualisera objekt och förstå dem är nödvändig för en geovetare, speciellt inom strukturgeologi. Därför är det viktigt att studenter på kandidatprogram i geovetenskap får tillfälle att lära sig den förmågan. För att implementera 3D-tänkande i undervisningen har tre strategier tagits fram. Den första är att separera och kombinera objekt, vilket inkluderar att se geologiska skillnader och kategorisera dem. Den andra är att visualisera ett eller flera objekt och se vilka som är kopplade till varandra. Den tredje är att se objekt som är i stilla eller i rörelse, vilket involverar geologiska processer. Det är viktigt att ge studenterna tid för att utveckla sin spatiala förmåga och att hjälpa dem under utvecklingen. Arbetet syftar också till att ta reda på hur visuell information bearbetas av den mänskliga hjärnan. Först bearbetas informationen av ögat, sen till geniculate nucleus som sorterar informationen och skickar den till det primära visuella cortex som ligger i occipital-loben. Därefter processas informationen av ventrala och dorsala stammen och det är här som en visualisering produceras. Faktorer så som ålder, tidigare erfarenheter och hur ögat uppfattar objekten påverkar hur visualiseringen blir och hur svårt individen uppfattar processen. Enkätundersökningen visade på att 3D-modeller hjälper studenter att visualisera och borde användas mer i undervisning på kandidatnivå.
40
Sloan, Veronica L. "Sex and handedness effects on measures of spatial ability : a psychometric assessment." Thesis, Queen's University Belfast, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336015.
Full text
41
Lejeune, Marc. "Life-span changes in visuo-spatial short term memory." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/22862.
Full textAbstract:
Several experiments are presented to evaluate the development of visuo-spatial short term memory from childhood to old age (from five-year-olds to about 70-year-olds). Visuospatial short term memory was assessed through transformational imagery tasks. The first set of experiments (chapters 3, 4 and 5) concerned the development of mental rotation abilities. A review of the literature suggested that young children (specifically so-called preoperational children) and elderly people are poor at rotating a mental image of a visual pattern. However, as some mental rotation abilities have been reported while using Shepard's paradigm, attention was focussed on the role of the first steps necessarily taken while performing a mental rotation task, specifically the maintenance of a visual pattern in STM. The second set of experiments (chapter 6) considered another imagery subsystem, namely "mental scanning". Like mental rotation, it requires the maintenance of a visual pattern in short term memory. Image maintenance ability has been assessed in reference to Kosslyn's (1994) model although Baddeley's (1986) working memory model- specifically, Logie's (1995) revision of the VSSP - has been sometimes considered while interpreting the data. These two different theoretical models suggest the existence of two related but different subsystems for sorting visual and spatial information. Most of the data presented in this thesis suggest that young children and the elderly have some difficulties maintaining spatial characteristics of a visual pattern in short term memory, i.e. the orientation of the stimulus in the mental rotation tasks and the location of targets in the mental scanning tasks. These results tend to provide some developmental evidence for a dissociation between the dorsal and ventral subsystems. It seems that the two subsystems develop at different speeds. The ventral subsystem might be better developed earlier than the dorsal subsystem. Similarly, some data suggest that the same ventral system is not yet affected by ageing when the dorsal subsystem has already begun to deteriorate.
42
Mundelius, Marco. "The Reliance of Berlin's Creative Industries on Milieus : an organisational and spatial analysis /." Saarbrzcken : VDM Verlag, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016750742&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Full text
43
Stevens, Lacey Annette. "Using Higher-Level Inquiry to Improve Spatial Ability in an Introductory Geology Course." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435003572.
Full text
44
Bennie, Catherine Jane. "Building a model of "spatial ability" : an analysis of grade 5 and 6 learners' strategies for solving "spatial" activities." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9063.
Full textAbstract:
Bibliography: leaves 88-91.This study explores the notion of "spatial ability" from the perspective of mathematics education. A review of the literature on "spatial ability" is used to compile a preliminary model of the phenomenon. Certain questions related to interaction in space arising from the literature review are noted in this model. Three aspects of this interaction are the focus of the empirical study. The results of the research are used to shed light on the preliminary model of "spatial ability". The three themes of the empirical study can be described as follows: the visualisation of "objects" from different perspectives (in "small-scale" space); the visualisation of "objects" from different perspectives (in "large-scale" space): and the representation of a three-dimensional "object" in a two-dimensional net. The results of the study suggest that a range of strategies can be used on the same "spatial" activity, and that a learner can adopt a variety of different strategies on a set of activities. Of the ten strategies identified in the study, some appear to rely on the manipulation of visual imagery, while others suggest that the manipulation process has been generalised resulting in a more "abstract" strategy. Interesting features related to the use of physical manipulation in solving spatial tasks and the communication of visual processes in the form of drawings and verbal responses are discussed. These results are used to expand the preliminary model of "spatial ability". This updated model suggests that a learner who has mastered four "abilities" and has a working knowledge of visual conventions will be able to interact successfully in the visual world. The different strategies identified in the empirical study are required during this interaction in space. The researcher also identifies areas for further research in. the field of "spatial ability" and reflects on the methodology associated with the assessment of this phenomenon. The potential value of the results of the study for use in mathematics education is discussed.
45
Swarlis, Linda L. "Enhancement of spatial ability in girls in a single-sex environment through spatial experience and the impact on information seeking." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9734/.
Full textAbstract:
The test scores of spatial ability for women lag behind those of men in many spatial tests. On the Mental Rotations Test (MRT), a significant gender gap has existed for over 20 years and continues to exist. High spatial ability has been linked to efficiencies in typical computing tasks including Web and database searching, text editing, and computer programming. The relationships between the components of visuospatial ability and performance are complex. However, research strongly indicates that a connection exists, and further research is necessary to determine the interactions between the variables of environment, genetics, and spatial training. Spatial experience can enhance spatial skills. However, to what extent spatial skills can be enhanced in female adolescents through a spatial curriculum to reduce the gap in scores has not been fully researched, nor has the impact of spatial skill on information seeking. This research project investigated spatial skill in adolescent females by examining (1) the extent to which the intervention of teaching a spatial curriculum in a single-sex setting could improve mental rotation test scores, and (2) the impact of spatial skills on an information seeking task in a single-sex setting. The extent to which a spatial visualization curriculum can improve MRT scores from a pretest to a posttest for girls was the first factor examined using a spatial visualization curriculum. The information seeking task used 4 tasks from a doctoral study and utilized the scholarly journal database JSTOR® (JSTOR, Ann Arbor, MI, www.jstor.org).
46
Black, Alice A. "Spatial abilities, earth science conceptual understanding, and psychological gender of university non-science majors /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115524.
Full text
47
Schmidt, Stephen M. "Spatial ability and mathematics." Thesis, 2001. http://hdl.handle.net/1957/28948.
Full textAbstract:
Understanding mathematics and teaching mathematics involve
numerous factors, one of which may be an individual's spatial ability.
This paper examines research conducted on the relationship between
spatial abilities and mathematics, gender differences in the area of
spatial ability, the types of experiences that may affect one's spatial
ability, and issues surrounding the teaching of spatial skills.
Researchers have found that spatial ability does relate to mathematics
and males tend to have greater spatial ability than females. Instruction
has also been shown to be successful in helping individuals learn spatial
skills.
This paper also reports the results of a study that examined the
differences in spatial ability among 98 participants (males, females,
faculty, and students in the sciences and non-sciences) at a Pacific
Northwest university. Although not all the results were statistically
significant, they tend to agree with earlier studies that found gender
advantages in spatial abilities favoring males over females. They also
provide evidence of the existence of greater spatial abilities among
participants who are engaged in scientific rather than non-scientific
pursuits. The participants in this study also reported experiences that
they believed influenced their success or failure in tasks requiring spatial
ability. Such experiences were success in math and art classes,
computer modeling, drafting, puzzles/games, Legos, construction, woodworking,
and playing with blocks as a child. Participants also stated
their belief that spatial ability related to success or lack of success in
mathematics. Over half of the students felt that spatial ability would help
in a math class. This study reveals that spatial ability does differ in
individuals; that there exist experiences that individuals feel are
important for developing spatial ability; and that spatial ability relates to
mathematics. This information can be beneficial for both teachers and
researchers.Graduation date: 2002
48
Kuo, Hui-Chuan, and 郭惠娟. "Investigating the Development of Children' Spatial Orientation Ability and Spatial Perspective-Taking Ability." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/31063363144987149043.
Full textAbstract:
碩士國立臺灣藝術大學
藝術與人文教學研究所
101
Based on Piaget's theory of cognitive-development, children in preoperational stage tended to be Egocentrism and Centration and they lacked perspective-taking ability. However, author believed that children had started developing their spatial perspective-taking ability before the age of seven. The reason why children failed in the Three Mountains Task was they were limited by the development variation of spatial orientation ability. Therefore, the purposes of this research were to explore the development of spatial orientation ability and spatial perspective taking ability for children studying in kindergarten and to analyze the correlation between these two abilities in different genders and ages. In this research, the sample drawn by convenience sampling was from three to five-years-old children of a private kindergarten in Northern Taiwan. The effective samples were sixty. The tools used in this research included a spatial orientation ability test and a spatial perspective-taking test which were created by author. The validity and reliability of these two tests for kindergarten children were constructed. Data amassed was processed by statistical strategies of t-test, Pearson's product-moment correlation, and one-way ANOVA. According to the results, there was no discrepancy of test scores between children with different genders in spatial orientation ability and spatial perspective taking ability. The analysis of age variance revealed significant discrepancy in spatial orientation ability and spatial perspective taking ability test. Compared with young children, the older children got better scores in these two tests. Also, there was a significant correlation between the spatial orientation ability and the spatial perspective taking ability test. It meant the higher achievement in spatial orientation test that children obtained, the better performance on the spatial perspective taking ability test they achieved.
49
Waggett, Jill Lynn. "On the independence of spatial ability from verbal ability." Thesis, 1989. http://hdl.handle.net/1911/13406.
Full textAbstract:
Four studies were conducted to examine three issues: (1) the relationship between spatial and verbal ability, (2) the relationship between spatial ability and social intelligence, and (3) sex differences in the relationship between spatial and verbal ability. Contrary to the traditional assumption that all abilities exist in a "positive manifold" (Thurstone, 1934, 1935) but consistent with previous research on strategy usage and with correlational data, no relationship was found between spatial and verbal ability for the population of individuals who have high spatial ability. Similarly, no relationship was found between spatial ability and social intelligence (as measured by Missing Cartoons) for the population of individuals who have high spatial ability. Third, no evidence was found for sex differences in the relationship between spatial and verbal ability. This result is contrary to the implications of Ozer's (1987) and Sherman's (1967, 1978) explanations for the sex difference in spatial ability, but consistent with previous correlational data and investigations of sex differences in the strategies used to solve spatial problems.
50
Lin, Po-Han, and 林柏翰. "Enhancement of Spatial Ability: Gender Difference and Spatial Training." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/pgvnfa.
Full textAbstract:
博士國立中央大學
學習與教學研究所
103
This dissertation examined the motor theory of spatial ability, which postulated that motor planning and mental rotation (MR) process shared the same representation. It is, thus, possible that: (1) extrinsic rotational path during a manual rotation (motor process) could reveal the intrinsic MR process and that (2) training in manual rotation could enhance MR performance. This dissertation tested these two possibilities and tried to seek for (3) the cause of gender differences in MR based on the rotational path data. Taking the advantages of motion-tracking technology, rotational path of how participant solved a MR task can be recorded. It is hypothesized that differences in strategic preference between genders cause differential rotational path and affect the performance subsequently. Study 1 showed that rotational path in a manual rotation differed across trial types and genders. More importantly, rotational path is related to performance. Study 2 illustrated that manual rotation elicited differential training effect between genders and induced higher acceptance rating than passive-observational training. Study 3 indicated that specific pause behaviors in a manual rotation can be meaningful performance indicators. Results showed that differential use frequency on some specific pattern of behaviors (composed based on the pause behaviors) contributed to overall MR performance. Study 4 provided further evidence in supporting that that initial observation behavior (one of the pause behaviors tested in Study 3) corresponds to the encoding process in MR process. This dissertation contributed in providing innovated measurements based on manual rotation. Rotational path measurements can be useful in investigating the underlying cognitive process of MR.