Different perspectives: Spatial ability influences where individuals look on a timed spatial test

Due to their interactivity and to the sense of presence they afford, virtual environments constitute an interesting opportunity to study spatial cognition. In accordance with this perspective, we aimed to introduce a spatial test in virtual simulation in order to investigate the survey spatial ability in patients with topographical disorientation. To do this, we used the “planning in advance task” in a virtual environment that constitutes an effective procedure to experimentally evaluate survey maps. With this procedure we present the single case of a woman, with a right medial temporal lobe lesion, who shows a selective impairment in the acquisition of new spatial relationships. The patient’s performance in “planning in advance task” was compared with that of a control group made up of 40 female subjects matched for age and education. Results show how the patient revealed a significantly lower spatial performance when compared to the control group, demonstrating an inability to solve survey-type spatial tasks in complex virtual environments.

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Laterality, Hand Preference, and Human Spatial Ability

Perceptual and Motor Skills ◽

10.2466/pms.1976.42.3.781 ◽

1976 ◽

Vol 42 (3) ◽

pp. 781-782 ◽

Cited By ~ 20

Author(s):

Mark G. McGee

Keyword(s):

Spatial Ability ◽

Cerebral Hemisphere ◽

Hand Preference ◽

Spatial Visualization ◽

Relative Importance ◽

Left Cerebral Hemisphere ◽

Left Handed ◽

Spatial Test

6 left-handed females scored significantly below 60 right-handed females on a test of spatial visualization ( p < .005). 13 left-handed males showed a higher mean score than 33 right-handed males on the spatial test, although this difference was not statistically significant. These results are consistent with the hypothesis that the left cerebral hemisphere is of greater relative importance to spatial functioning in females than males.

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Sex Differences on Piaget's Water-Level Task: Spatial Ability Incognito

Perceptual and Motor Skills ◽

10.2466/pms.1976.42.3c.1323 ◽

1976 ◽

Vol 42 (3_suppl) ◽

pp. 1323-1328 ◽

Cited By ~ 26

Author(s):

Eva R. Geiringer ◽

Janet S. Hyde

Keyword(s):

Sex Differences ◽

Water Level ◽

Spatial Ability ◽

Spatial Relations ◽

Analysis Of Covariance ◽

Fifth Grade ◽

12Th Grade ◽

Mental Abilities ◽

And Performance ◽

Spatial Test

Sherman's (1967) hypothesis that sex differences in performance on many cognitive tasks can be explained by sex differences in spatial ability was extended to explain sex differences in performance on Piaget's water-level task. The hypothesis was supported. The correlations between average errors on the water-level task and performance on the Primary Mental Abilities, Spatial Relations Test were –.83 for 12th-grade males, –.97 for 12th-grade females, –.65 for fifth-grade males, and –.42 for fifth-grade females. Statistically significant sex differences were found on both the spatial test and the water-level task for the 12th graders, while neither test showed significant sex differences for the fifth graders. An analysis of covariance of sex differences in 12th graders' scores on the water-level task, using spatial performance as a covariate, indicated that sex differences were not statistically significant, suggesting that no important sex differences remain on the water-level task once differences in spatial ability have been removed.

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Racial Differences in Heritability Estimates for Tests of Spatial Ability

Perceptual and Motor Skills ◽

10.2466/pms.1968.27.3.735 ◽

1968 ◽

Vol 27 (3) ◽

pp. 735-739 ◽

Cited By ~ 7

Author(s):

R. T. Osborne ◽

A. James Gregor

Keyword(s):

Racial Differences ◽

Spatial Ability ◽

Perceptual Speed ◽

White Children ◽

Test Form ◽

Paper Folding ◽

Surface Development ◽

Heritability Estimates ◽

Spatial Test ◽

Mz Twins

172 pairs of MZ twins and 112 pairs of like-sexed DZ twins were given a battery of psychological tests which included Surface Development Test, Porteus Mazes, Newcastle Spatial Test, Paper Folding Test, Identical Pictures Test, Perceptual Speed, Object-Aperture Test, Form B, and Cube Comparisons. 242 were boys and 326 girls, of whom 482 were white and 86 Negro. Ages ranged from 13 to 18 yr. Using four different heritability ratios the relative intrapair similarity of MZ and like-sexed DZ twins on selected spatial tests was determined. Although the MZ and DZ intraclass rs are generally higher for the white than for Negro children the heritability estimates which are determined by rMZ rDZ differences are higher for the Negro pupils. Environment does not play a more significant role in the development of spatial ability of Negro children than of white children.

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PROFILE OF STUDENTS' SPATIAL ABILITY IN SOLVING GEOMETRY PROBLEMS IN TERMS OF DAVID KEIRSEY'S PERSONALITY TYPES

KadikmA ◽

10.19184/kdma.v12i2.25085 ◽

2021 ◽

Vol 12 (2) ◽

pp. 86

Author(s):

Dita Ayu Shofilah ◽

Susanto Susanto ◽

Abi Suwito ◽

Sunardi Sunardi ◽

Lioni Anka Monalisa

Keyword(s):

Mental Rotation ◽

Spatial Ability ◽

Spatial Perception ◽

Personality Types ◽

Point Of View ◽

Spatial Geometry ◽

Spatial Shape ◽

Spatial Test ◽

The Guardian ◽

Interview Analysis

This study aims to describe the ability of spatial geometry of class XI MIPA 1 SMA Negeri 2 Jember in terms of David Keirsey's personality type. Spatial ability in this study is the ability to understand the world of space based on elements of spatial abilities which include: spatial perception, mental rotation, and spatial visualization. This type of research is a descriptive study with a qualitative approach. The data collection method in this research is questionnaire, spatial test, and interview. Then, based on the results of the test and interview analysis, it was found that the Guardian students could fulfill all spatial indicators. Artisan students in imagining and rotating spaces can think quickly and answer questions correctly, compared to guardian and idealistic students. Idealistic students in the ability to see the surface of the unit cubic structure more than the point of view (from the front, right side, and top) cannot describe it precisely. Meanwhile, rational students on the mental rotation element for the first indicator are still unable to rotate a spatial shape and can imagine the rotation or rotation of a spatial shape accurately.

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Manipulate Me

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000534 ◽

2020 ◽

Vol 36 (4) ◽

pp. 554-562

Author(s):

Alica Thissen ◽

Frank M. Spinath ◽

Nicolas Becker

Keyword(s):

High School Students ◽

Spatial Ability ◽

Convergent Validity ◽

Item Difficulty ◽

Test Results ◽

Response Elimination ◽

School Students ◽

Test Environment ◽

Response Options ◽

Construction Task

Abstract. The cube construction task represents a novel format in the assessment of spatial ability through mental cube rotation tasks. Instead of selecting the correct answer from several response options, respondents construct their own response in a computerized test environment, leading to a higher demand for spatial ability. In the present study with a sample of 146 German high-school students, we tested an approach to manipulate the item difficulties in order to create items with a greater difficulty range. Furthermore, we compared the cube task in a distractor-free and a distractor-based version while the item stems were held identical. The average item difficulty of the distractor-free format was significantly higher than in the distractor-based format ( M = 0.27 vs. M = 0.46) and the distractor-free format showed a broader range of item difficulties (.02 ≤ pi ≤ .95 vs. .37 ≤ pi ≤ .63). The analyses of the test results also showed that the distractor-free format had a significantly higher correlation with a broad intelligence test ( r = .57 vs. r = .17). Reasons for the higher convergent validity of the distractor-free format (prevention of response elimination strategies and the broader range of item difficulties) and further research possibilities are discussed.

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