(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

spatial skills. After eliminating outliers, the average effect size (Hedges’s g) for training relative to control was 0.47 (SE 0.04). Training effects were stable and were not affected by delays between training and posttesting. Training also transferred to other spatial tasks that were not directly trained. We analyzed the effects of several moderators, including the presence and type of control groups, sex, age, and type of training. Additionally, we included a theoretically motivated typology of spatial skills that emphasizes 2 dimensions: intrinsic versus extrinsic and static versus dynamic (Newcombe & Shipley, in press). Finally, we consider the potential educational and policy implications of directly training spatial skills. Considered together, the results suggest that spatially enriched education could pay substantial dividends in increasing participation in mathematics, science, and engineering.

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The malleability of spatial skills: a meta-analysis of training studies.

The available versions of the Vandenberg and Kuse (1978) Mental Rotations Test (MRT) have physically deteriorated because only copies of copies are available. We report results from a redrawn version of the MRT and for alternate versions of the test. Males perform better than females, and students drawn from the physical sciences perform better than students drawn from the social sciences and humanities, confirming other reports with the original version of the MRT. Subjects find it very hard to perform the MRT when stimuli require rotation along both the top/bottom axis and the left/right axis. The magnitude of effect sizes for sex (which account, on average, for some 20% of the variance) does not increase with increasing difficulty of the task. Minimal strategy effects were observed and females did not perform differently during the menstrual period as opposed to the days between the menstrual periods. Practice effects are dramatic, confirming other reports with the original MRT, and can also be shown to be powerful in a transfer for practice paradigm, where test and retest involve different versions of the MRT. Main effects of handedness on MRT performance were not found.

A redrawn Vandenverg and Kuse mental rotations test : different versions and factors that affect performance

When the Kaufman Assessment Battery for Children (K-ABC; A. S. Kaufman & N. L. Kaufman,. 1983a, 1983b) was published just over 10 years ago, it had many nal Kaufman Assessment Battery for. Children (K-ABC) (Kaufman &. Kaufman, 1983) in both its theoretical conception and structure. This chapter will provide a The first edition of the Kaufman Assessment Battery for Children. (KABC; Kaufman & Kaufman, 1983) was a ground-breaking measure. Unlike most tests at the Mar 29, 2012 children second edition. (KABCII). Abstract. The Kaufman Assessment Battery for Children-Second Edition (KABC-II; Kaufman & Kaufman,..

アメリカ合衆国におけるKaufman Assessment Battery for Childrenに関する研究動向

【The purpose of this study is to introduce the Common Core State Standards (CCSS) for mathematics which is released on June 2, 2010 in the U.S.A. The common core state standards are aligned with college and work expectations, and include rigorous content and application of knowledge through high-order skills. The most distinguishable differences between the CCSS standards and the NCTM standards are that the CCSS standards considers the mathematical modeling as one of the mathematical content domains such as algebra, geometry, ets, and the standards are designed by working together with school leaders of all states.】

미국 Common Core State Standards for Mathematics 소개

We tested whether mental rotation training improved math performance in 6- to 8-year-olds. Children were pretested on a range of number and math skills. Then one group received a single session of mental rotation training using an object completion task that had previously improved spatial ability in children this age (Ehrlich, Levine, & Goldin-Meadow, 2006). The remaining children completed crossword puzzles instead. Children's posttest scores revealed that those in the spatial training group improved significantly on calculation problems. In contrast, children in the control group did not improve on any math tasks. Further analyses revealed that the spatial training group's improvement was largely due to better performance on missing term problems (e.g., 4 + ____ = 11).

Spatial Training Improves Children's Mathematics Ability

There is a well-known relation between spatial ability and mathematics dating back to the work of early twentieth century factor analysts. This connection is a ripe opportunity for educators, who might use spatial training to improve math learning. However, a closer look at the literature reveals gaps that impede direct application. The primary problem is that although this relation is well established in older children and adults, its emergence in early development and subsequent developmental interactions are not well documented. Moreover, there is a need for more mechanistic explanations that might be leveraged to improve math education. In this chapter, we attempt to address these issues by reviewing the existing literature to identify instances where answers are available and others where further research is needed.

The relation between space and math: developmental and educational implications.

The relations among various spatial and mathematics skills were assessed in a cross-sectional study of 854 children from kindergarten, third, and sixth grades (i.e., 5 to 13 years of age). Children completed a battery of spatial mathematics tests and their scores were submitted to exploratory factor analyses both within and across domains. In the within domain analyses, all of the measures formed single factors at each age, suggesting consistent, unitary structures across this age range. Yet, as in previous work, the 2 domains were highly correlated, both in terms of overall composite score and pairwise comparisons of individual tasks. When both spatial and mathematics scores were submitted to the same factor analysis, the 2 domain specific factors again emerged, but there also were significant cross-domain factor loadings that varied with age. Multivariate regressions replicated the factor analysis and further revealed that mental rotation was the best predictor of mathematical performance in kindergarten, and visual-spatial working memory was the best predictor of mathematical performance in sixth grade. The mathematical tasks that predicted the most variance in spatial skill were place value (K, 3rd, 6th), word problems (3rd, 6th), calculation (K), fraction concepts (3rd), and algebra (6th). Thus, although spatial skill and mathematics each have strong internal structures, they also share significant overlap, and have particularly strong cross-domain relations for certain tasks. (PsycINFO Database Record

https://psycnet.apa.org/journals/xge/145/9/1206.pdf

Separate but correlated: The latent structure of space and mathematics across development.

/pdf/separate-but-correlated-the-latent-structure-of-space-and-b15tk2q6kw.pdf

Separate but Correlated: The Latent Structure of Space and Mathematics across Development.

In a previous study, Mix et al. (2016) reported that spatial skill and mathematics were composed of 2 highly correlated, domain-specific factors, with a few cross-domain loadings. The overall structure was consistent across grade (kindergarten, 3rd grade, 6th grade), but the cross-domain loadings varied with age. The present study sought to replicate these patterns. Using the data from Wave 1 (n = 854) and data collected from a 2nd sample of kindergarten (n = 251), 3rd-grade (n = 247), and 6th-grade students (n = 241) with the same measures as in Wave 1, we carried out a multigroup confirmatory factor analysis to compare the 2 waves. We also completed several analyses of the Wave 2 data alone. The overall pattern obtained in Wave 1—2 highly correlated domain-specific factors—was clearly replicated in Wave 2. However, more subtle effects involving cross-domain loading were only partially replicated and generally appear fragile and context-specific. In Wave 2, we also included 2 new measures (i.e., ...

Yi Ling Cheng

Papers

Spatial Training Improves Children's Mathematics Ability

The relation between space and math: developmental and educational implications.

Separate but correlated: The latent structure of space and mathematics across development.

Separate but Correlated: The Latent Structure of Space and Mathematics across Development.

The Latent Structure of Spatial Skills and Mathematics: A Replication of the Two-Factor Model.