Showing papers on "Spatial ability published in 1982"
TL;DR: The relationship between preferred handedness and spatial visualization was examined for 124 female and 229 male undergraduate students as discussed by the authors, and the results suggest that decreased hemispheric specialization is associated with increased spatial ability.
139 citations
TL;DR: In this article, the Cattell-Horn theory of fluid and crystallized intelligence was used to measure four ability factors: fluid intelligence (Gf), crystallized Intelligence (Gc), spatial visualization (Gv), and clerical perceptual speed (CPS).
136 citations
128 citations
117 citations
TL;DR: The structure of spatial representation in congenitally and adventitiously blind 11-year-old children was examined by means of pointing, map-drawing, and spatial reasoning on two simple routes over...
Abstract: The structure of spatial representation in congenitally and adventitiously blind 11-year-old children was examined by means of pointing, map-drawing, and spatial reasoning on two simple routes over...
111 citations
103 citations
101 citations
TL;DR: It is suggested that the use of spatial ability measures which are relatively insensitive to differences in right hemisphere ability, as well as the failure to attend to degree of handedness, ethnicity, and particularly gender, may be responsible for the negative findings in this area of research.
95 citations
TL;DR: The general nature of spatial visualization and its educational and social relevance is presented and skills development by student/video game interaction is explored.
Abstract: Children spend many hours of their free time “playing” computerized video games. This learner involvement may have significant educational implications. One area of impact is on the acquisition of spatial visualization skills. The general nature of spatial visualization and its educational and social relevance is presented. Skills development by student/video game interaction is also explored.
56 citations
TL;DR: In this article, Hazen et al. examined the relationship between young children's spatial exploration and their cognitive representations of environments and found that there exist individual differences in the extent to which children explore actively or passively, and that such individual differences may influence cognitive mapping abilities.
Abstract: HAZEN, NANCY L. Spatial Exploration and Spatial Knowledge: Individual and Developmental Differences in Very Young Children. CmILD DEVELOPMENT, 1982, 53, 826-833. This report examines the relationship between young children's spatial exploration and their cognitive representations of environments. Children aged 20-28 months and 36-44 months explored a museum room, and measures of the quantity and mode (active vs. passive) of their exploration were recorded. Later, the same children were taught a specific route through a laboratory playhouse. Half of them first explored the playhouse freely while measures of the quantity and mode of their exploration were recorded. All of the children were then required to reverse the known route, detour from this route to reach a goal, and reach the goal from other starting positions. Results indicated that active exploration in the playhouse was related to accurate knowledge of its spatial layout. In addition, mode of exploration in the playhouse was correlated with mode of exploration in the museum, and active exploration in the museum was predictive of accurate spatial knowledge of the playhouse. It was concluded that there exist individual differences in the extent to which children explore actively or passively, and that such individual differences may influence cognitive mapping abilities.
52 citations
TL;DR: Kindergartners depend on motor activity more than third graders to learn about the location of objects in an unfamiliar environment and the complexity of the spatial task was primarily responsible for equivalent performance in the intentional and incidental memory conditions.
Abstract: Kindergartners (means = 57) and third graders (means = 8-7) encountered a large model town in 1 of 3 conditions of motor involvement with the environment: standing, riding, or walking. Half the children in each motor condition were instructed to remember the location of the buildings (international memory), while the remaining children were not given specific memory instructions (incidental memory). Only the kindergartners' accuracy increased as a function of the amount of motor activity. There was no difference between intentional and incidental memory conditions. It was concluded that: (1) Kindergartners depend on motor activity more than third graders to learn about the location of objects in an unfamiliar environment; and (2) the complexity of the spatial task was primarily responsible for equivalent performance in the intentional and incidental memory conditions.
TL;DR: This paper examined the expectations of success, evaluations of performance, and achievement-related attributions that high school students made about verbal and spatial tasks that typically show sex differences, and found that there are generalized, rather than task-specific, sex differences in achievement expectancies, evaluations, and attributions.
Abstract: The present study examined the expectancies of success, evaluations of performance, and achievement-related attributions that high school students made about verbal and spatial tasks that typically show sex differences. Although no sex differences were found in task performance, boys expected to do better than girls on both the spatial and verbal tasks. After completing the task, the girls continued to evaluate their performance more negatively than did boys on the spatial tasks. On spatial tasks girls also attributed to themselves less ability and saw the tasks as being more difficult than did boys. The results suggest that there are generalized, rather than task-specific, sex differences in achievement expectancies, evaluations, and attributions. These findings are discussed in terms of their implications for sex-related differences in cognitive functioning and subsequent achievement behaviors.
TL;DR: The hypothesis that spatial "ability" is susceptible to practice and training effects was strongly supported and the hypothesis that females score lower on spatial tests because they lack relevant practice was supported.
Abstract: Undergraduate students (N = 83) were pretested on four standard tests of visual-spatial skill. Half were given 3 hours of training relevant to the spatial tasks presented by three of the tests. All subjects were then posttested. The hypothesis that spatial "ability" is susceptible to practice and training effects was strongly supported. Multivariate analysis of variance showed that experimental subjects improved significantly more than control subjects, male and females improved equally and substantially, and training effects generalized to an untrained spatial task. The hypothesis that females score lower on spatial tests because they lack relevant practice was also supported; when female experimental subjects were compared with male control subjects on the posttests, the sex-related pretest difference favoring males was eliminated.
TL;DR: Children and student teachers were asked to reconstruct the complete layout of their familiar classroom using a small-scale model as well as using life-size furniture in their actual classroom, demonstrating that, when possible, children rely on relational information in determining locations.
Abstract: Preschoolers (N = 20) and student teachers (N = 10) were asked to reconstruct the complete layout of their familiar classroom using a small-scale model as well as using life-size furniture in their actual classroom. Children were given the model task once within a testing room (standard model) and once within their normally arranged classroom (cued model). Subjects were also given an isolated-location task in which they were asked to show the location of individual pieces of furniture, 1 at a time. Adults performed virtually perfectly on all tasks. Children demonstrated more knowledge about their classroom when no scale reduction was necessary (i.e., performance was significantly better in the classroom than on the model) and when information about spatial arrangement was available (i.e., performance on the cued model surpassed performance on the standard model). Nevertheless, some children still performed inaccurately, even with these additional aids. Results from the isolated-location task demonstrated that, when possible children rely on relational information in determining locations. Implications for conclusions about children's spatial competence are discussed.
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TL;DR: It is suggested that further facets be hypothesized to elaborate on the structure of spatial abilities.
Abstract: 800 individuals were given a battery of 8 spatial tests which had been assembled with the aid of a mapping sentence of four content facets: rule type, dimensionality, presence or absence of rotation, and test format. An intercorrelation matrix of 49 items from these tests was analyzed by Smallest Space Analysis, SSA-I. All three facets formed distinct regions in a two-dimensional projection of a three-dimensional space. It is suggested that further facets be hypothesized to elaborate on the structure of spatial abilities.
TL;DR: Males consistently judged themselves to have significantly greater spatial ability than females, and within-gender self-assessments of commonplace activities using spatial ability.
Abstract: 397 female and 383 male college students assessed themselves on six everyday spatial abilities relative to others of the same gender and age. Males consistently judged themselves to have significantly greater spatial ability than females. Differential participation in sports is tentatively suggested as a critical social influence affecting not only putative spatial performance but even within-gender self-assessments of commonplace activities using spatial ability.
TL;DR: De Renzi as mentioned in this paper reviewed the implications and clinical relevance of experiments on spatial perception in normal subjects while assessing the methodologic problems in clinical studies of spatial disorders and provided a broad perspective.
Abstract: This synthesis of basic research on hemispheric specialization in spatial ability and clinical studies of spatial disorders is most informative and readable. As a neurologist who has contributed immensely to the literature on spatial disorders, De Renzi provides the reader with a broad perspective. He critically evaluates the implications and clinical relevance of experiments on spatial perception in normal subjects while assessing the methodologic problems in clinical studies of spatial disorders. The first three chapters provide an introduction and summary of research on normal spatial functioning. Chapter 1 describes early case reports of disorders of spatial ability and summarizes later contributions by Balint, Holmes, and Kleist. Chapter 2 provides a lucid review of the ontogeny of spatial perception (subdivided according to sensory modality) and the evidence for anatomic asymmetry of the cerebral hemispheres at birth. Chapter 3 reviews the tachistoscopic literature indicating more consistent visual field asymmetry in visuoperceptive performance
TL;DR: The hypothesis that errors in children's drawings of objects in anticipated states of rotation result from their inability to imagine the objects in those states was tested, interpreted as evidence that the problems that children have in drawing are common to the problems they have in preparing a mental image.
TL;DR: The association between a feminine gender role and relatively poor spatial ability was discussed and it was suggested that anxiety contributed to poor performance on the Kaufman's “Freedom from Distractibility” factor.
Abstract: Preadolescent boys with Gender Identity Disorder (N = 13), their brothers (N = 8) and boys referred for psychiatric assessment (N = 10) were administered age-appropriate Wechsler intelligence scales. Four hypotheses regarding patterns of intellectual functioning and spatial ability were tested. A previous suggestion that the development of boyhood femininity is associated with higher than average IQ was not supported, since the IQs of the feminine boys and their brothers did not differ. A report of enhanced verbal ability as compared with perceptual organization also was not replicated in these feminine boys. On Kaufman's "Freedom from Distractibility" factor, the feminine boys and their brothers obtained scores as low as the psychiatric controls; that is, all three groups were equally distractible. It was suggested that anxiety contributed to poor performance on this factor. Unlike the control groups, the feminine boys obtained low scores on a test of spatial ability (Block Design) as compared to their scores on a verbal task (Vocabulary). The association between a feminine gender role and relatively poor spatial ability was discussed.
TL;DR: This paper investigated performance as a function of the visual hemifield to which verbal and spatial stimuli were presented tachistoscopically and found no advantage for right-hemisphere presentation of visuospatial information.
Abstract: Three experiments investigated performance as a function of the visual hemifield to which verbal and spatial stimuli were presented tachistoscopically. The aim was to relate laterality effects to individual, sex and cultural differences in spatial ability within the framework of a model of hemispheric specialisation. A left-hemisphere advantage for verbal materials was obtained but no advantage for right-hemisphere presentation of visuospatial information occurred in the following samples: British and Ghanaian (experiment 1), high and low spatial ability groups (experiment 2) and males and females (experiment 3). Traditional spatial ability tests had no predictive value for performance on the tachistocopic tasks and an interaction between presentation field and responding hand was interpreted as implying equivalent processing of spatial information in either hemisphere.
TL;DR: In both experiments third graders were more accurate than kindergartners and accuracy was greater in the 0 than 180° condition, and changes in performance over age were attributed to increasing ability to process spatial information in working memory.
TL;DR: The better performance of males on the spatial serial-learning task was independent of their superiority in the spatial-span test, and sex differences were found on each.
Abstract: Summary Boys (n = 80) and girls (n = 80) aged 9 to 10 completed a spatial-span test and a spatial serial-learning task. Corsi's block-tapping test was used for both. Sex differences were found on each: males performed better in both cases. The better performance of males on the spatial serial-learning task was independent of their superiority in the spatial-span test.
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