An analysis of spatial orientation test performance

Intelligence ◽  
1981 ◽  
Vol 5 (1) ◽  
pp. 85-100 ◽  
Author(s):  
Dennis E. Egan
Keyword(s):  
Spatial Orientation ◽  
Test Performance ◽  
Orientation Test

scholarly journals A computerized spatial orientation test

2019 ◽  
Vol 52 (2) ◽  
pp. 799-812 ◽  
Author(s):  
Alinda Friedman ◽  
Bernd Kohler ◽  
Peri Gunalp ◽  
Alexander P. Boone ◽  
Mary Hegarty
Keyword(s):  
Spatial Orientation ◽  
Orientation Test

Spatial Orientation Skill and Mathematical Problem Solving

1990 ◽  
Vol 21 (3) ◽  
pp. 216-229 ◽  
Author(s):  
Lindsay Anne Tartre
Keyword(s):  
Problem Solving ◽  
Spatial Orientation ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Individual Interviews ◽  
Mathematics Problems ◽  
Tenth Grade ◽  
Orientation Test

The purpose of this study was to explore the role of spatial orientation skill in the solution of mathematics problems. Fifty-seven tenth-grade students who scored high or low on a spatial orientation test were asked to solve mathematics problems in individual interviews. A group of specific behaviors was identified in geometric settings, which appeared to be manifestations of spatial orientation skill. Spatial orientation skill also appeared to be involved in understanding the problem and linking new problems to previous work in nongeometric settings.

scholarly journals Think Spatially With Game Engine

2020 ◽  
Vol 9 (3) ◽  
pp. 159 ◽  
Author(s):  
Carlos Carbonell-Carrera ◽  
Peri Gunalp ◽  
Jose Luis Saorin ◽  
Stephany Hess-Medler
Keyword(s):  
Spatial Data ◽  
Spatial Orientation ◽  
Engineering Students ◽  
Graphical Representation ◽  
Spatial Thinking ◽  
First Person ◽  
Game Engine ◽  
Ability Test ◽  
Person Perspective ◽  
Orientation Test

Spatial thinking and spatial orientation skills are involved in tasks related to the recognition of landforms, mapping, spatial interpretation, and landscape analysis, and can be developed with specific training. Game engines can facilitate the creation of 3D virtual landforms and provide powerful rendering engines for the graphical representation of landscapes from a first-person perspective. In the present research, 27 engineering students participated in a workshop in a first-person virtual environment using landforms created with a game engine. The Spatial Thinking Ability Test and the Perspective Taking-Spatial Orientation Test measured improvement in spatial thinking and spatial orientation as a result of this workshop. The gain in spatial thinking (8.31%) is within the range observed in previous research in the field of geography using a web-based GIS strategy (7.31%–10.00%). The gain in Spatial Orientation skill (15.76%) is comparable with previous research using both first-person strategies based in urban virtual environments (14.23%), and Spatial Data Infrastructures (gains between 21.17% and 21.34%). Participants with better self-reported sense of direction had better performance on the spatial orientation test.

Spatial Tests, Familiarity with the Surroundings, and Spatial Activity Experience

2010 ◽  
Vol 31 (2) ◽  
pp. 59-63 ◽  
Author(s):  
Eva Neidhardt ◽  
Michael Popp
Keyword(s):  
Primary School ◽  
Spatial Ability ◽  
School Children ◽  
Spatial Orientation ◽  
Test Performance ◽  
Primary School Children ◽  
Spatial Activity ◽  
Pointing Accuracy

Spatial orientation as the ability to know the bearing to the origin of a walked path was investigated in two studies with ca. 140 preschool and primary school children who walked paths of about 1 km beginning at the familiar kindergarten or in a completely unknown territory. Path difficulty and familiarity with the surroundings influenced correctness of pointing. Spatial ability measured by test performance and spatial activity experience, i.e., children’s reports about unsupervised walks, effected pointing accuracy as well. The data emphasize that spatial activity experience may be an important factor for spatial orientation beyond kindergarten age.

scholarly journals Factors Related to the Performance of Elite Young Sailors in a Regatta: Spatial Orientation, Age and Experience

2021 ◽  
Vol 18 (6) ◽  
pp. 2913
Author(s):  
Israel Caraballo ◽  
Alejandro Lara-Bocanegra ◽  
M. Rocío Bohórquez
Keyword(s):  
Perspective Taking ◽  
Spatial Orientation ◽  
Important Variable ◽  
Explained Variance ◽  
And Performance ◽  
Orientation Test

The objective of this study was to examine the role of spatial orientation in the performance of sport sailors. Participants were 30 elite male sailors from classes 420, Laser, Windsurfing RS:X and Windsurfing Techno, grouped into two categories: Monohull (18 sailors) and Windsurfing (12 sailors). Ages ranged between 13 and 18 years old (M = 15.7, SD = 1.05). To assess spatial orientation, the Perspective Taking/Spatial Orientation Test was used, and performance was inferred from the final classification at the regatta. In addition, the influence of experience and age on the performance was analyzed. The results show that in the Monohull group, the performance is determined by the spatial orientation (18% of the explained variance), while in the Windsurfing group, the variables that are related to performance are sailing experience and age (60% of the explained variance). Spatial orientation seems to be the more important variable for performance in the Monohull group, while in classes belonging to the Windsurfing group, this variable does not seem to be decisive for obtaining good results in the regatta.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

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