THE RELATIONSHIP BETWEEN LEARNERS’ DISTRUST OF SCIENTIFIC MODELS, THEIR SPATIAL ABILITY, AND THE VIVIDNESS OF THEIR MENTAL IMAGES

2012 ◽  
Vol 11 (3) ◽  
pp. 707-732 ◽  
Author(s):  
Sulaiman M. Al-Balushi
Keyword(s):  
Spatial Ability ◽  
Scientific Models ◽  
Mental Images ◽  
The Relationship

scholarly journals Investigation of spatial ability test completion times in virtual reality using a desktop display and the Gear VR

2021 ◽  
Author(s):  
Tibor Guzsvinecz ◽  
Éva Orbán-Mihálykó ◽  
Cecília Sik-Lányi ◽  
Erika Perge
Keyword(s):  
Virtual Reality ◽  
Mental Rotation ◽  
Spatial Ability ◽  
Interaction Time ◽  
Ability Test ◽  
Ability Tests ◽  
Hand Test ◽  
The Relationship ◽  
Completion Times ◽  
Test Completion

AbstractThe interaction time of students who did spatial ability tests in a virtual reality environment is analyzed. The spatial ability test completion times of 240 and 61 students were measured. A desktop display as well as the Gear VR were used by the former group and by the latter one, respectively. Logistic regression analysis was used to investigate the relationship between the probability of correct answers and completion times, while linear regression was used to evaluate effects and interactions of following factors on test completion times: the users’ gender and primary hand, test type and device used. The findings were that while the completion times are not significantly affected by the users’ primary hand, other factors have significant effects on them: they are decreased by the male gender in itself, while they are increased by solving Mental Rotation Tests or by using the Gear VR. The largest significant increment in interaction time in virtual reality during spatial ability tests is when Mental Rotation Tests are accomplished by males with the Gear VR, while the largest significant decrease in interaction time is when Mental Cutting Tests are completed with a desktop display.

Complexity as Practice: A Reflection on the Creative Outcomes of a Sustained Engagement with Complexity

Leonardo ◽  
2012 ◽  
Vol 45 (2) ◽  
pp. 106-112 ◽  
Author(s):  
Tom Davis
Keyword(s):  
Complexity Theory ◽  
Scientific Models ◽  
Creative Work ◽  
Research Practice ◽  
Creative Practice ◽  
Conceptual Problems ◽  
The Creation ◽  
The Relationship

This article presents a reflection on a body of creative work carried out during four years of Ph.D. research that explored the relationship between complexity theory and music. The article highlights conceptual problems that arose during the creation of the work, especially those associated with the exploration of scientific models for the creation of art. The author does not attempt to offer any final solutions but rather presents the journey undertaken through the combined artistic and research practice as a way of documenting the strategies he developed during this period of creative practice.

The Effect of Spatial Ability on the Demand for Spatial Processing Resources

1986 ◽  
Vol 30 (7) ◽  
pp. 624-627 ◽  
Author(s):  
William L. Derrick ◽  
Thomas M. McCloy ◽  
William P. Marshak ◽  
Gretchen L. Seiler ◽  
Pamela A. Reddick
Keyword(s):  
Spatial Ability ◽  
Air Force ◽  
Air Force Academy ◽  
Ability Group ◽  
Capacity Model ◽  
Variable Capacity ◽  
Spatial Tasks ◽  
Processing Resources ◽  
Spatial Resources ◽  
The Relationship

Building upon previous research, this study examined the relationship between the deployment of spatial resources in the performance of spatial tasks and the level of spatial ability possessed by subjects. Ten Air Force Academy cadets, classified as either high or low in spatial ability by paper and pencil measures, performed tasks that presumably demanded spatial resources. Both the baseline and dual task level of performance was superior for the high spatial ability group. These findings are related to a variable capacity model of processing resources.

scholarly journals Evaluation of the relationship between spatial abilities and anatomy learning

2020 ◽  
Vol 14 (2) ◽  
pp. 139-144
Author(s):  
Mustafa Aydın ◽  
Mehmet Tuğrul Yılmaz ◽  
Muzaffer Şeker
Keyword(s):  
Mental Rotation ◽  
Spatial Ability ◽  
Significant Contribution ◽  
Spatial Abilities ◽  
School Students ◽  
Mental Rotation Test ◽  
Practical Applications ◽  
Significant Difference ◽  
The Mean ◽  
The Relationship

Objectives: The aim of this study was to examine the relationship between the spatial abilities of medical school students and their learning in anatomy. Methods: The spatial abilities of the 120 students (74 females, 46 males) were examined using Mental Rotation Test (MRT). The relationship between the mental rotation scores and the mean scores of their practical and theoretical anatomy examinations was determined in terms of gender. Results: The study revealed that mental rotation skills of female participants were lower than males; however, there was no significant difference in their exam (theoretical and practical anatomy examinations) scores in terms of gender. The spatial ability of the students had a low level significant effect on their anatomy scores, regarding practical applications. Conclusion: The results of the study revealed a significant relationship between students’ spatial ability and their success in practical anatomy examinations. This suggests that improving spatial ability skills may have a significant contribution to practical anatomy learning and may be considered as a part of anatomy education.

scholarly journals Is cognition computational or dynamical?

2015 ◽  
Vol 58 (4) ◽  
pp. 5-20
Author(s):  
Miljana Milojevic
Keyword(s):  
Cognitive Science ◽  
Cognitive Processes ◽  
Scientific Models ◽  
Philosophical Debate ◽  
Dynamical Approach ◽  
The Relationship

The rise of the dynamical approach in cognitive science set in motion a philosophical debate about the nature of cognition, that is, the debate about whether cognitive processes are dynamical or computational. In this article we are dealing with the question about the relationship between computationalism and dynamicism, and their possible ontological implications. More precisely, we are dealing with the already offered answers to this question and evaluate them in accordance with specific understandings of scientific models in cognitive science.

scholarly journals SEEKING ANSWERS: LEARNING, KNOWLEDGE AND PHILOSOPHY

2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Simón Busch Moreno
Keyword(s):  
Scientific Realism ◽  
Dynamic Process ◽  
Scientific Models ◽  
Present Essay ◽  
Traditional Definition ◽  
Definition Of ◽  
The Mind ◽  
The Relationship

<p>The present essay intends to explore the relationship between science and philosophy from an epistemological viewpoint, discussing the relevance of scientific realism for developing a fruitful feedback between philosophy and science. First, I argue that changing the traditional definition of knowledge should not imply skepticism. Instead, scientific models of the mind can serve as an epistemological guide for defining the acquisition of knowledge as a dynamic process, where the learner interacts with reality. Second, I argue that these models can portray reality, though not in a direct and complete way. In this sense, science is regarded as providing a diversely-grained group of models that can be compared by philosophy in order to improve philosophical discussions.<br /><br /></p>

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