Expanding Talent Search Procedures by Including Measures of Spatial Ability: CTY's Spatial Test Battery

Roeper Review ◽  
2013 ◽  
Vol 35 (4) ◽  
pp. 254-264 ◽  
Author(s):  
Heinrich Stumpf ◽  
Carol J. Mills ◽  
Linda E. Brody ◽  
Philip G. Baxley
Keyword(s):  
Spatial Ability ◽  
Test Battery ◽  
Talent Search ◽  
Spatial Test

scholarly journals The Use of Virtual Environments for Survey Spatial Ability Evaluation in Topographical Disorientation

2008 ◽  
Vol 19 (1-2) ◽  
pp. 81-85 ◽  
Author(s):  
Francesca Morganti ◽  
Maria Luisa Rusconi ◽  
Anna Paladino ◽  
Giuliano Geminiani ◽  
Antonella Carassa
Keyword(s):  
Virtual Environments ◽  
Spatial Ability ◽  
Medial Temporal Lobe ◽  
Single Case ◽  
Control Group ◽  
Sense Of Presence ◽  
Spatial Tasks ◽  
Topographical Disorientation ◽  
Spatial Test ◽  
Selective Impairment

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.

Laterality, Hand Preference, and Human Spatial Ability

1976 ◽  
Vol 42 (3) ◽  
pp. 781-782 ◽  
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.

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

2016 ◽  
Vol 10 (3) ◽  
pp. 224-234 ◽  
Author(s):  
Victoria A. Roach ◽  
Graham M. Fraser ◽  
James H. Kryklywy ◽  
Derek G.V. Mitchell ◽  
Timothy D. Wilson
Keyword(s):  
Spatial Ability ◽  
Spatial Test

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

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1323-1328 ◽  
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.

Racial Differences in Heritability Estimates for Tests of Spatial Ability

1968 ◽  
Vol 27 (3) ◽  
pp. 735-739 ◽  
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.

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

KadikmA ◽  
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.  

The Effects of Operator Spatial Perception and Sensory Feedback on Human-Robot Teleoperation Performance

2002 ◽  
Vol 11 (4) ◽  
pp. 368-377 ◽  
Author(s):  
Corinna E. Lathan ◽  
Michael Tracey
Keyword(s):  
Spatial Ability ◽  
Motor Skills ◽  
Sensory Feedback ◽  
Spatial Perception ◽  
Feedback Condition ◽  
Test Battery ◽  
Vibrotactile Feedback ◽  
Complex Combination ◽  
Spatial Recognition

Teleoperation requires a complex combination of the operator's cognitive, perceptual, and motor skills. Our experiment tested the ability of subjects to teleoperate a remote robot under different conditions of increasing sensory feedback. We also evaluated each operator's spatial perception skills using a battery of tests to understand the effect of spatial perception on the operator's ability to perform the teleoperation task. The experiment showed that the spatial ability of an operator—as reflected by a test battery of two spatial recognition and two spatial manipulation tests—was significantly correlated with the ability to teleoperate the robot through a maze. Surprisingly, providing different combinations of visual, auditory, and vibrotactile feedback to the operator did not significantly change performance. However, there was an interaction between spatial ability and feedback condition that affected teleoperation performance.

Objective Assessment of Hearing in Children: Update on Procedures and Protocols

2011 ◽  
Vol 21 (2) ◽  
pp. 50-58
Author(s):  
James W. Hall ◽  
Anuradha R. Bantwal
Keyword(s):  
Psychosocial Development ◽  
Otoacoustic Emissions ◽  
Objective Assessment ◽  
Behavioral Assessment ◽  
Auditory Brainstem ◽  
Test Battery ◽  
Auditory Evoked Responses ◽  
Brainstem Response ◽  
Assessment Techniques ◽  
Pediatric Populations

Early identification and diagnosis of hearing loss in infants and young children is the first step toward appropriate and effective intervention and is critical for optimal communicative and psychosocial development. Limitations of behavioral assessment techniques in pediatric populations necessitate the use of an objective test battery to enable complete and accurate assessment of auditory function. Since the introduction of the cross-check principle 35 years ago, the pediatric diagnostic test battery has expanded to include, in addition to behavioral audiometry, acoustic immittance measures, otoacoustic emissions, and multiple auditory evoked responses (auditory brainstem response, auditory steady state response, and electrocochleography). We offer a concise description of a modern evidence-based audiological test battery that permits early and accurate diagnosis of auditory dysfunction.

Kognitive Defizite bei Schizophren Erkrankten

2015 ◽  
Vol 44 (2) ◽  
pp. 106-120 ◽  
Author(s):  
Almut Carolus ◽  
Petia Popova ◽  
Brigitte Rockstroh
Keyword(s):  
Test Battery ◽  
Cognitive Test ◽  
Kognitive Defizite ◽  
Kognitive Funktionen

Zusammenfassung. Theoretischer Hintergrund: Kognitive Funktionseinschränkungen sind zentrales Merkmal schizophrener Erkrankungen und werden entsprechend im Behandlungskonzept berücksichtigt. Kognitive Remediationsprogramme gelten als wirksam, Effektstärken als moderat. Trainingsvarianten werden zur Effektoptimierung erprobt. Fragestellung: Ist gezieltes Funktionstraining in neuroplastizitäts-orientiertem Lernkontext effektiver als breitgefächertes Behandlungsprogramm und werden Effekte durch das Erkrankungsstadium moduliert? Methode: Bei 59 chronisch und 31 ersthospitalisierten schizophren Erkrankten wurden kognitive Defizite über Testleistungen der MATRICS Consensus Cognitive Test Battery gegenüber 25 gesunder Kontrollpersonen erfasst. Testleistungen vor, nach 4-wöchiger Interventionsphase mit zwei spezifischen Trainings oder Standardbehandlung und 3-monatiger Katamnese prüften den Einfluss von Interventionstypus und Erkrankungsstadium auf Leistungsverbesserung. Ergebnisse: Sowohl chronische wie erstmals behandelte Patienten aller Behandlungsgruppen verbesserten sich signifikant über die Messzeitpunkte, obwohl Defizite relativ zu Kontrollen fortbestanden. Schlussfolgerungen: Spezifisches Training verbessert kognitive Funktionen nicht über Zeit/Remissionseffekte hinaus.

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