Mental Imagery and Problem Solving

The relationships between visuo-spatial abilities and geometry performances in school-aged children were examined. A battery of tests assessing non-verbal reasoning, visuo-spatial mental imagery, and academic achievement in geometry (i.e., geometric knowledge and geometric problem-solving competencies) was presented to 162 8-9.5-year-old pupils attending primary school. After controlling for age, significant associations were found between non-verbal reasoning abilities and knowledge in geometry (r = .31, p = .013) and geometric problem-solving skills (r = .35, p = .005), respectively. Similarly, using age as covariate, mental imagery abilities were significantly related to geometric knowledge (r = -.28, p < .001) and geometric problem-solving skills (r = -.24, p = .002), respectively. Furthermore, pupils with high visuo-spatial mental imagery abilities outperformed their peers with low visuo-spatial competences in the geometry tasks and further visuo-spatial abilities measure computed by their teachers. Finally, male participants showed better geometry skills than females.

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Using number sense to compare fractions

Teaching Children Mathematics ◽

10.5951/tcm.17.2.0090 ◽

2010 ◽

Vol 17 (2) ◽

pp. 90-97

Author(s):

Wendy S. Bray ◽

Laura Abreu-Sanchez

Keyword(s):

Problem Solving ◽

Mental Imagery ◽

Number Sense ◽

Third Grade

Third-grade teachers found that giving particular attention to the use of realworld contexts, mental imagery, and manipulatives brought success to problem solving as students moved from using models to reasoning.

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Undergraduates' Conceptions of Cognitive Functions of Mental Imagery

Perceptual and Motor Skills ◽

10.2466/pms.1994.78.1.160 ◽

1994 ◽

Vol 78 (1) ◽

pp. 160-162 ◽

Cited By ~ 3

Author(s):

Alessandro Antonietti ◽

Sabrina Baldo

Keyword(s):

Problem Solving ◽

Everyday Life ◽

Mental Imagery ◽

Cognitive Functions ◽

Visual Images ◽

Mental Images ◽

Directed Thinking ◽

Everyday Life Activities

A questionnaire was administered to 42 undergraduates to study what they thought about the role of mental images in memorizing, problem-solving, musing, and everyday-life activities. Analysis showed that, according to students' conceptions, imagery is more useful in undirected than in directed thinking and that the efficacy of visual images is rated higher when they are employed to represent mentally concrete than abstract material.

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Cognitive Models of Design Ideation

Volume 3: 19th International Conference on Design Theory and Methodology; 1st International Conference on Micro- and Nanosystems; and 9th International Conference on Advanced Vehicle Tire Technologies, Parts A and B ◽

10.1115/detc2007-34903 ◽

2007 ◽

Cited By ~ 3

Author(s):

Noe Vargas Hernandez ◽

Jami J. Shah ◽

Steven M. Smith

Keyword(s):

Cognitive Psychology ◽

Problem Solving ◽

Mental Imagery ◽

Cognitive Processes ◽

Cognitive Model ◽

Cognitive Models ◽

Visual Thinking ◽

Human Problem ◽

Design Ideation

The objective of this paper is to present a series of proposed cognitive models for specific components of design ideation. Each model attempts to explain specific cognitive processes occurring during ideation. Every model presented here is constructed with elements (i.e. cognitive processes) and theories available from cognitive psychology, human problem solving, mental imagery, and visual thinking. Every model in turn is an element of a higher-level cognitive model of design ideation. These models provide a better understanding of the components involved during ideation and their relationships.

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Inquiries About Cognitive Thinking

Graphical Thinking for Science and Technology Through Knowledge Visualization - Advances in Multimedia and Interactive Technologies ◽

10.4018/978-1-7998-1651-5.ch003 ◽

2020 ◽

pp. 212-236

Keyword(s):

Problem Solving ◽

Mental Imagery ◽

Cognitive Processes ◽

Visual Literacy ◽

Science And Technology ◽

The Other ◽

Visual Thinking ◽

Other Hand ◽

Mental Operations ◽

Cognition And Learning

This chapter of the book is about cognitive processes and the ways they are related to learning and creating. The text discusses how scientific concepts can be translated to the realm of mental imagery and visual thinking and how solutions inspired by nature and science-based issues support developing sensitivity and the use of original ideas in our work. Because cognition and learning may not be limited to humans, the text examines some mental operations in animals. On the other hand, the text discusses how the science- and technology-related producers might enhance their imagination and problem solving with graphical thinking and visual literacy.

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