What is spatial ability? The definition of spatial ability is still a controversial issue in psychometric studies. The reason may stem from the fact that spatial ability is not a unitary construct but rather a set of several spatial ability factors (Hegarty & Waller, 2004, 2005; Lohman, 1996; Uttal et al., 2012). As cited in Hegarty & Waller (2005), McGee (1979) identified two spatial factors (spatial visualization and spatial orientation); Lohman (1988) named three spatial factors (spatial visualization, spatial relations, and spatial orientation; and Carroll (1993) listed six spatial factors (spatial visualization, spatial relations, closure speed, flexibility of closure, perceptual speed, and visual memory).
As an attempt to give a general definition of spatial ability, Lohman (1996) noted, “Spatial ability may be defined as the ability to generate, retain, retrieve, and transform well-structured visual images” (p.98). Recently, Uttal et al. (2013) introduced a new approach to defining and classifying spatial skills that may cover the whole spectrum of spatial ability factors. In this 2x2 classification of spatial ability, the spatial intrinsic versus extrinsic tasks are on one dimension and spatial dynamic versus static tasks are on the other dimension of a matrix, and all well-known spatial processes would fit within each of the four cells.
Most of research studies linking spatial ability and STEM education have focused on the spatial visualization ability (Maeda & Yoon, 2013). It is characterized as the processes of constructing, maintaining, and manipulating three-dimensional objects in one’s mind (Cracow & Sorby, 2008; Hegarty & Waller, 2005; Uttal & Cohen, 2012; Uttal et al., 2012). Some authors raise the issue about th...
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...i, J., Lubinski, D., & Benbow, C. P. (2009). Spatial Ability for STEM Domains: Aligning Over 50 Years of Cumulative Psychological Knowledge Solidifies Its Importance. Journal of Educational Psychology, 101(4), 817– 835.
Sorby, S., Casey, B., Veurink, N., & Dulaney, A. (2013). The role of spatial training in improving spatial and calculus performance in engineering students. Learning and Individual Differences, 26, 20-29.
Blasko, D. G., & Holliday-Darr, K. A. (2010). Longitudinal analysis of spatial skills training in engineering graphics. In Proceedings of the 65th Midyear Meeting of the Engineering Design Graphics Division. (pp. 138-151).
Maeda, Y. & Yoon, S. Y. (2013). A Meta-Analysis on Gender Differences in Mental Rotation Ability Measured by the Purdue Spatial Visualization Tests: Visualization of Rotations (PSVT:R). Educational Psychology Review, 25(1),69-94.
While the studies at Governor’s School are noticeably more advanced and require more effort than at regular public schools, I see this rigor as the key to my academic success. For me, the classes I take that constantly introduce new thoughts that test my capability to “think outside the box”, are the ones that capture all my attention and interest. For example, while working with the Sierpinski Triangle at the Johns Hopkins Center for Talented Youth geometry camp, I was struck with a strong determination to figure out the secret to the pattern. According to the Oxford Dictionary, the Sierpinski Triangle is “a fractal based on a triangle with four equal triangles inscribed in it. The central triangle is removed and each of the other three treated as the original was, and so on, creating an infinite regression in a finite space.” By constructing a table with the number black and white triangles in each figure, I realized that it was easier to see the relations between the numbers. At Governor’s School, I expect to be provided with stimulating concepts in order to challenge my exceptional thinking.
"Your Right-Brained Visual Learner." Time 4 Learning. Time 4 Learning, Web. 6 Oct 2009. .
Seamon, D. (2014). Physical and virtual environments: meaning of place and space. In B.A.B. Schell, G. Gillen, & M.E. Scaffa (Eds). Willard & Spackman's occupational therapy (12th ed., pp. 202 - 214). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Levine states that children have two ways in which they organize the information they receive from the world around them. He refers to these methods as sequential ordering and spatial ordering. He defines spatial patterns as, “assembled parts that occupy space and settle on the doorsteps of our minds all at once” (Levine, p.151). Many examples are given of when spatial ordering is prevalent, for instance, when a student draws a map or recognizes the features of a person’s face. Levine defines sequential patterns as information gaining “admission to the minds one bit at a time and in an order that’s meant not to be missed” (Levine, p.151). He says that sequential ordering is used when students try to master a science project or learn a telephone number. Neurologically, Levine states that sequential ordering is carried out on the left side of the brain and spatial ordering is carried out on the right side of the brain. He also makes references to the possibility of childr...
The ‘where visual pathway’ is concerned with constructing three dimensional representations of the environment and helps our brain to navigate where things are, independently of what they are, in space in relation to itself (Mishkin & Ungerleider & Macko, 1983).... ... middle of paper ... ... The 'Standard' of the 'Standard'.
There are two basic psychometric properties, validity and reliability that have been used to evaluate the quality of scale development. Psychometric testing used to evaluate the quality of instrument (Polit& Beck, 2010).
Steen, Lynn Arthur . "Integrating School Science and Mathematics: Fad or Folly?." St. Olaf College. (1999): n. page. Web. 12 Dec. 2013..
I remember how mathematics was incredibly difficult for me and because of this I can relate to the struggles students have with math. For a teacher to be successful they need to create relevance for the students. I understand how to relate the various topics of mathematics to topics of the world, which for most students is difficult to do, For example, I remember at the CREC School I was observing at, there was a student of Bosnian decent who was having trouble understanding how to read a map of the United States. So I showed her a map of Bosnia with the same map key, and we discerned what everything meant (where the capital was, where the ocean was, major port cities were, etc…). She caught on quickly as she already had an understanding of Bosnia and it quickly transferred over to the map of the thirteen colonies. This skill is easily transferrable to mathematics by using relevant, real-world examples of concepts learned by
Cizek, G. J. (2003). [Review of the Woodcock-Johnson III.] In B. S. Plake, J. C. Impara, & R. A. Spies (Eds.), The fifteenth mental measurements yearbook (pp. 1020-1024). Lincoln, NE: Buros Institute of Mental Measurements.
In the mental rotation task, subjects are pre- sented with pairs of 2-D or 3-D shapes, and asked whether they are mirrored or non- mirrored.
The APM-SF relies largely on cognitive processing in order to complete the task and was designed to measure Spearman's general ability using the Cattell-Horn-Carroll model of intelligence, using visuo-spatial ability to generate visual patterns (McGrew, 2009). Comparatively, CAB-I relies less on visuo-spatial reasoning and more on cognitive ability to measure mental abilities (Hakstian & Cattell, 1975) and lastly the MRT primarily relies on visuo-spatial in order to complete the task. This mental rotation task requires at least five cognitive processes; visual, perception, rotation, judgment and decision. Highlighting, that participants use visuo-spatial and cognitive processes in order to solve the problem (Booth et al., 2000). With these tasks relying more on either visual or cognitive processing they assist in determining what processing the TSP uses. This study focuses whether perceptual/visuospatial or cognitive abilities are related to performance on the TSP to a greater extent. Hypothesising that the closer a person's TSP solution is to the optimal solution the higher they will score on the APM-SF, CAB-I and/or MRT. The strength of correlation differs between tasks and provides information into how visual and cognitive
...osh, D.E., Dixon, F. Newton, J.H., & Youman, E. (2010). A Confirmatory Factor Analysis of The Stanford-Binet Intelligence Scales, Fifth Edition, With A High-Achieving Sample. Psychology in Schools, 47(10), 1071-1083.
Kosslyn, Ball, and Reiser (1978) asked participants to scan a mental map after studying a map of an island with several landmarks. They predicted that the further the distance between the landmarks, the longer it would take participants to scan from one to the next, whether using the actual map or a mental image created by intensive study. Their hypothesis was supported by their results. The closer positions took less time to locate on the participant' mental maps than the more distant places.
Grover, G. (2002). Career information center eighth engineering, science, and technology. (8th ed.). Michigan: visual education corporation.
I believe that I applied six out of the eighteen National Standards to this paper. The first two standards were under a section called "Seeking the World in Spatial Terms." When you look under this, the first I used was "knows and understands how to use maps, globes and other graphical tools to acquire, process and report information." The second standard was "Uses mental maps to give spatial perspective to the world." Then the second section is called "Places and Region." Under this section it says "Knows and understands the physical and human characteristics of places." The next section is called "physical systems" and I used only one standard in this one. This standard says that one "Knows and understands that physical pro...