Route Learning from Maps or Navigation in Aging: The Role of Visuo-Spatial Abilities and Self-assessed Visuo-Spatial Inclinations

Not all is lost in older adults' route learning: The role of visuo-spatial abilities and type of task

Journal of Environmental Psychology ◽

10.1016/j.jenvp.2016.07.003 ◽

2016 ◽

Vol 47 ◽

pp. 230-241 ◽

Cited By ~ 13

Author(s):

Veronica Muffato ◽

Chiara Meneghetti ◽

Rossana De Beni

Keyword(s):

Older Adults ◽

Spatial Abilities ◽

Route Learning

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The Interaction of Map Resolution and Spatial Abilities on Route Learning

PsycEXTRA Dataset ◽

10.1037/e577982012-026 ◽

2007 ◽

Author(s):

Christopher A. Sanchez ◽

Russell J. Branaghan

Keyword(s):

Spatial Abilities ◽

Route Learning ◽

Map Resolution

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Learning by Doing: The Use of Distance, Corners and Length in Rewarded Geometric Tasks by Zebrafish (Danio rerio)

Animals ◽

10.3390/ani11072001 ◽

2021 ◽

Vol 11 (7) ◽

pp. 2001

Author(s):

Greta Baratti ◽

Angelo Rizzo ◽

Maria Elena Miletto Petrazzini ◽

Valeria Anna Sovrano

Keyword(s):

Danio Rerio ◽

Three Dimensional ◽

Reference Memory ◽

Spatial Abilities ◽

Learning By Doing ◽

Surface Distance ◽

Extended Surfaces ◽

Unequal Length ◽

Over Time

Zebrafish spontaneously use distance and directional relationships among three-dimensional extended surfaces to reorient within a rectangular arena. However, they fail to take advantage of either an array of freestanding corners or an array of unequal-length surfaces to search for a no-longer-present goal under a spontaneous cued memory procedure, being unable to use the information supplied by corners and length without some kind of rewarded training. The present study aimed to tease apart the geometric components characterizing a rectangular enclosure under a procedure recruiting the reference memory, thus training zebrafish in fragmented layouts that provided differences in surface distance, corners, and length. Results showed that fish, besides the distance, easily learned to use both corners and length if subjected to a rewarded exit task over time, suggesting that they can represent all the geometrically informative parts of a rectangular arena when consistently exposed to them. Altogether, these findings highlight crucially important issues apropos the employment of different behavioral protocols (spontaneous choice versus training over time) to assess spatial abilities of zebrafish, further paving the way to deepen the role of visual and nonvisual encodings of isolated geometric components in relation to macrostructural boundaries.

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The role of visuo-spatial abilities in recall of spatial descriptions: A mediation model

Learning and Individual Differences ◽

10.1016/j.lindif.2011.07.015 ◽

2011 ◽

Vol 21 (6) ◽

pp. 719-723 ◽

Cited By ~ 14

Author(s):

Chiara Meneghetti ◽

Rossana De Beni ◽

Francesca Pazzaglia ◽

Valerie Gyselinck

Keyword(s):

Spatial Abilities ◽

Mediation Model

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User’s Experience with a 3D Educational Mobile Game to Support Spatial Instruction

Student Usability in Educational Software and Games - Advances in Game-Based Learning ◽

10.4018/978-1-4666-1987-6.ch012 ◽

2013 ◽

pp. 261-273

Author(s):

Norena Martin-Dorta ◽

Isabel Sanchez-Berriel ◽

Jose Luis Saorin ◽

Manuel Contero

Keyword(s):

Spatial Ability ◽

Computer Games ◽

Spatial Abilities ◽

User Evaluation ◽

Spatial Skills ◽

Mobile Game ◽

3D Environment ◽

Critical Skills

Spatial abilities are critical skills in scientific and technical fields. In recent studies, the role of computer games, particularly those with 3-D simulations, have been examined for their impact on the development of spatial skills. The work presented in this chapter describes the design and user evaluation of a 3D construction mobile game called iCube. A trial version was brought out and evaluated by twenty-two students. Users pointed out that the game is useful for improvement of spatial ability and is fun. However, some difficulties arose with use of the tactile screen, as fingerprints caused problems while interacting with the game’s 3D environment. The results revealed that it is necessary to have this item in mind during the game’s design, where screen action is continuous.

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Predicting success in the performing arts: Ballet and music

Psychology of Music ◽

10.1177/0305735620911983 ◽

2020 ◽

pp. 030573562091198

Author(s):

Marija Jankovic ◽

Stefan Bogaerts

Keyword(s):

Personality Traits ◽

School Performance ◽

Big Five ◽

Performing Arts ◽

Spatial Abilities ◽

Spatial Skills ◽

Hierarchical Multiple Regression ◽

Predicting Success ◽

Perceptual Abilities

Besides innate dancing or musical predispositions, other factors contributing to success in these highly competitive domains are important to investigate. The present study examined the role of personality and intelligence in ballet and musical school performance. Data were obtained from 155 high school ballet ( n = 75) and music ( n = 80) students in Serbia (75% females, mean age = 16.12, SD = 1.14). Personality traits were assessed with the Big Five Inventory, and intelligence was assessed with the Cybernetic Intelligence Tests Battery, which measures perceptual, verbal, and spatial abilities. A hierarchical multiple regression was computed to investigate if ballet or musical success could be predicted by personality traits and intelligence. Personality traits and intelligence explained 26% of the variance in ballet success and 35% of the variance in musical success. Conscientiousness and general intelligence predicted both ballet and musical success. Low neuroticism and perceptual abilities contributed significantly to the prediction of a successful musical performance, whereas spatial skills had an important role in successful ballet achievement. This study adds to the understanding of the role of personality and intelligence in performing arts efficacy.

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