Showing papers on "Spatial ability published in 1971"

Effect of environmental experience on spatial ability in an East African society.

Abstract: (1971). Effect of Environmental Experience on Spatial Ability in an East African Society. The Journal of Social Psychology: Vol. 83, No. 1, pp. 15-22.

Relationships Among Selected Tests of Spatial Orientation Ability

Abstract: The purpose of this study was to investigate the relationships between selected tests of spatial orientation ability. 2 tests which have been used as predictors of spatial ability (Guilford-Zimmerman Aptitude Survey, Parts V and VI) plus 2 newly developed tests designed to measure that ability were given to 202 Junior high school boys aged 11-15 yr. 3 of these tests were of the paper and pencil type while one was a physical performance (tumbling) test. The paper-and-pencil tests correlated significantly with each other (.62, .61, .44) but the physical performance test did not correlate significantly with any of the other tests.

Environmental correlates of diverse mental abilities

Abstract: The relationship between a refined measure of the home environment and four mental ability test scores: verbal, number, spatial, and reasoning was examined. The final sample for the study included 185 11-year old boys and their parents. The Science Research Associates ( SRA ) Primary Mental Abilities test was admin istered to the boys. A newly constructed home interview schedule was developed and used to obtain responses from parents regarding the learning environment of the home. The environment was found to account for a large percentage of the variance in verbal and number ability and a moderate percentage of the variance in reasoning ability test scores. For spatial ability, the relationship with the environment was less definite. Itwasalso found that the environment accounted for more of the variance in the mental ability scores than did a set of social stat u s indicators and family structure variables. MUCH OF THE research that has investigated the relationship between the environmental back ground of children and intellectual ability has con centrated on using global indicators of the environ ment and intellectual ability. When the environment has been defined in terms of social status character istics, such as the occupation of the father and the education of parents or family structure variables such as the family size and crowding ratio of the home, only a relatively small proportion of the vari ability in the intellectual performance of children has been explained. Also, the utilization of global inteUigence test scores obscures many important differences among children.