Effects of Musical Tempo and Mode on Arousal, Mood, and Spatial Abilities

2002 ◽  
Vol 20 (2) ◽  
pp. 151-171 ◽  
Author(s):  
Gabriela Husain ◽  
William Forde Thompson ◽  
E. Glenn Schellenberg
Keyword(s):  
Spatial Ability ◽  
Spatial Abilities ◽  
Spatial Task ◽  
Mozart Effect ◽  
Minor Mode ◽  
Musical Tempo ◽  
Slow Tempo

We examined effects of tempo and mode on spatial ability, arousal, and mood. A Mozart sonata was performed by a skilled pianist and recorded as a MIDI file. The file was edited to produce four versions that varied in tempo (fast or slow) and mode (major or minor). Participants listened to a single version and completed measures of spatial ability, arousal, and mood. Performance on the spatial task was superior after listening to music at a fast rather than a slow tempo, and when the music was presented in major rather than minor mode. Tempo manipulations affected arousal but not mood, whereas mode manipulations affected mood but not arousal. Changes in arousal and mood paralleled variation on the spatial task. The findings are consistent with the view that the "Mozart effect" is a consequence of changes in arousal and mood.

scholarly journals The Effects of Dora the Explorer on Preschool Children's Spatial Concept Acquisition and Spatial Ability

2017 ◽  
Vol 13 (1) ◽  
pp. 39
Author(s):  
Duriye Esra Angın
Keyword(s):  
Spatial Ability ◽  
Spatial Abilities ◽  
Control Group ◽  
Group Model ◽  
Meaningful Difference ◽  
Control Groups ◽  
Spatial Concept ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The purpose of this research is to investigate the effects of Dora the Explorer cartoon on the spatial concept acquisitions and spatial abilities of the preschool children. The study was carried out with 80, 60-71 month old children attending preschools. Post-test only control group model is used in the research in order to identify the existing phenomena in a controlled manner. “The Bracken Basic Concept Scale, Third Edition: Receptive (BBCSIII:R) Form Direction/Position Subscale” and two different “Spatial Ability Games” were used to assess children’s spatial concept acquisitions and spatial abilities. Independent sample t-test was used in order to compare the average of post-test scores of the children in the experimental and control groups. According to the findings, it is found that there is meaningful difference between scores of post-tests of direction/position subscale and spatial ability games score. Comparing the scores of post-test of direction/position subscale and spatial ability games of experimental and control groups, it was found that there was a meaningful differentiation in favor of experimental group.

scholarly journals Bagaimana Mengembangkan Kemampuan Spasial dalam Pembelajaran Matematika di Sekolah?: Suatu Tinjauan Literatur

2020 ◽  
Vol 1 (2) ◽  
pp. 60-72
Author(s):  
S Sudirman ◽  
Fiki Alghadari
Keyword(s):  
Video Games ◽  
Literature Review ◽  
Everyday Life ◽  
Spatial Ability ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Spatial Language ◽  
Learning Mathematics ◽  
Folding Paper

Spatial ability is an important one of the abilities for completing many tasks in everyday life successfully. Spatial ability is considered a type of different ability to others. Therefore, there needs a study on how are the characteristics of spatial abilities and to develop in schools. This paper is to reveal the ways are developing spatial abilities in learning mathematics. Based on literature review from some research, at least that there are six ways to develop spatial abilities in learning mathematics, namely: (1) using spatial language in daily interactions; (2) teaching for sketching and drawing; (3) using a suitable game; (4) using a tangram; (5) using video games; and (6) origami and folding paper. Playing video games like Tetris are exercises for spatial relations, mental rotation, spatial orientation, and spatial visualization.

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 Kesalahan Siswa dalam Menyelesaikan Soal Kemampuan Spasial Matematis

2020 ◽  
Vol 8 (2) ◽  
pp. 123-132
Author(s):  
Citra Utami
Keyword(s):  
Spatial Ability ◽  
Spatial Abilities ◽  
Descriptive Qualitative

Abstract:The mistake in solving the problems are important to know. One of the most important skills, especially in the field of geometry, is mathematical spatial ability. Therefore, this study aims to determine the form of student mistakes in solving mathematical spatial ability questions. This research is descriptive qualitative. The instrument used was a test of students' mathematical spatial abilities. The subjects in this study were students of class XA who attended one of the Madrasa Aliyah Swasta in Singkawang, totaling 30 people. The results showed that the form of the mistake made by students in solving problems included: 1) misconceptions consisted of errors in determining the position of the image, errors in drawing, errors in determining the formula for the distance from the point to the line, and errors in determining the formula for the distance from the point to the field; and 2) operating errors consist of errors in the calculation process.Abstrak:Kesalahan dalam menyelesaikan soal merupakan suatu informasi yang penting untuk diketahui. Salah satu kemampuan yang penting dikuasai khususnya pada bidang geometri adalah kemampuan spasial matematis. Oleh karena itu, penelitian ini bertujuan untuk mengetahui bentuk kesalahan siswa dalam menyelesaikan soal kemampuan spasial matematis. Penelitian ini bersifat deskriptif kualitatif. Instrumen yang digunakan berupa tes kemampuan spasial matematis siswa. Subjek dalam penelitian ini adalah siswa kelas XA yang bersekolah di salah satu Madrasa Aliyah Swasta di Singkawang yang berjumlah 30 orang. Hasil penelitian menunjukkan bahwa bentuk kesalahan yang dilakukan siswa dalam menyelesaikan soal meliputi: 1) kesalahan konsep terdiri dari kesalahan dalam menentukan posisi gambar, kesalahan dalam menggambar, kesalahan dalam menentukan rumus jarak titik ke garis, dan kesalahan dalam menentukan rumus jarak titik ke bidang; dan 2) kesalahan operasi terdiri dari kesalahan dalam melakukan proses perhitungan.

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

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.

What's So Special About Spatial?

2021 ◽  
pp. 56-73
Author(s):  
Cigdem Uz Bilgin ◽  
Melat R. Anteneh ◽  
Meredith Thompson
Keyword(s):  
Virtual Reality ◽  
Mental Rotation ◽  
Spatial Ability ◽  
Assessment Tool ◽  
Spatial Abilities ◽  
Spatial Skills ◽  
Comprehensive Review ◽  
Spatial Assessment ◽  
Spatial Understanding ◽  
Excellent Tool

Virtual reality (VR) technology has been steadily used for research purposes over the past few decades and is now gaining attraction in educational settings. Spatial understanding of learners is one of these research topics. Although there are plenty of studies focusing on VR and spatial abilities separately, there has not been a comprehensive review of papers that focus specifically on both VR and spatial ability. To address this question, an electronic search of articles from 2015 to 2019 was conducted that found 923 articles, 26 of which met the criteria of specifically discussing 'spatial abilities' and 'VR environments'. Eleven out of 26 articles reported the reason for using VR as a spatial assessment tool. The most frequently-mentioned spatial ability that was studied was mental rotation ability. This review revealed a special link between spatial ability and VR. VR can be both diagnostic and therapeutic for spatial skills; VR is an excellent tool for examining spatial ability in individuals and also individuals can enhance their spatial abilities through using virtual reality.

Sex-Linked Inheritance of Spatial Ability

1970 ◽  
Vol 31 (2) ◽  
pp. 610-610 ◽  
Author(s):  
Lawrence C. Hartlage
Keyword(s):  
Spatial Ability ◽  
Recessive Gene ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Hereditary Factors ◽  
Mental Abilities ◽  
Visualization Ability

Studies involving the inheritance of primary mental abilities in twins have generally shown that spatial ability appears to be the ability most influenced by hereditary factors (Thurstone, Thurstone, & Strandskov, 1955; Vandenberg, 1965). Stafford (1961), using the Identical Blocks Test as a measure of spatial visualization, demonstrated that a sex-linked recessive gene may be involved in the transmission of spatial abilities. The present study represented an attempt to replicate Stafford's earlier work, using a test which represented a reasonably pure measure of spatial visualization ability.

scholarly journals Phenotypic and genetic evidence for a unifactorial structure of spatial abilities

2017 ◽  
Vol 114 (10) ◽  
pp. 2777-2782 ◽  
Author(s):  
Kaili Rimfeld ◽  
Nicholas G. Shakeshaft ◽  
Margherita Malanchini ◽  
Maja Rodic ◽  
Saskia Selzam ◽  
...  
Keyword(s):  
Spatial Ability ◽  
Genetic Architecture ◽  
Spatial Abilities ◽  
Multivariate Approach ◽  
Life Outcomes ◽  
Good Target ◽  
Ability Factor ◽  
High Heritability ◽  
The Uk ◽  
Gene Hunting

Spatial abilities encompass several skills differentiable from general cognitive ability (g). Importantly, spatial abilities have been shown to be significant predictors of many life outcomes, even after controlling forg.To date, no studies have analyzed the genetic architecture of diverse spatial abilities using a multivariate approach. We developed “gamified” measures of diverse putative spatial abilities. The battery of 10 tests was administered online to 1,367 twin pairs (age 19–21) from the UK-representative Twins Early Development Study (TEDS). We show that spatial abilities constitute a single factor, both phenotypically and genetically, even after controlling forg. This spatial ability factor is highly heritable (69%). We draw three conclusions: (i) The high heritability of spatial ability makes it a good target for gene-hunting research; (ii) some genes will be specific to spatial ability, independent ofg; and (iii) these genes will be associated with all components of spatial ability.

Contribution of Sex-Differentiated Experiences to Spatial and Mechanical Reasoning Abilities

1984 ◽  
Vol 59 (1) ◽  
pp. 107-113 ◽  
Author(s):  
Clifford E. Lunneborg ◽  
Patricia W. Lunneborg
Keyword(s):  
College Students ◽  
Spatial Ability ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
First Year ◽  
Strongly Correlated ◽  
First Year College ◽  
Reasoning Abilities ◽  
Mechanical Reasoning ◽  
First Year College Students

For 137 women and 115 men first-year college students tested spatial visualization and mechanical reasoning were most strongly correlated with four everyday spatial abilities—understanding mathematics/science and graphs/charts, drafting and drawing things, and arranging objects. Despite greater practice on only 2 of 10 activities, men uniformly judged they had significantly better spatial ability compared to their same-gender peers than did the women.

scholarly journals The Use of Tinkertoys® for Teaching Hip Anatomy and Alignment

2020 ◽  
Author(s):  
Deborah Wendland
Keyword(s):  
Spatial Ability ◽  
Repeated Measures ◽  
Spatial Abilities ◽  
Pelvic Bone ◽  
Traditional Lecture ◽  
Femoral Torsion ◽  
Hip Anatomy ◽  
Post Test ◽  
Class Period ◽  
Simultaneous Model

Background: Health education can require an emphasis on potentially difficult concepts in anatomy and alignment. Purpose: The purpose of this study is to describe the effect of active use of Tinkertoys® to promote understanding of alignment and to report its effectiveness for knowledge acquisition among students according to spatial ability. Methods: Two cohorts of physical therapy (PT) students (n=70) participated in this project over two years. Thirty-four students (second cohort) rated their math and spatial abilities on a survey. Following a traditional lecture on femoral torsion and angle of inclination, all participants took a pre-test. Then, a Tinkertoys® model of the lower limb was used along with a pelvic bone to simulate the hip anatomy and alignment. Only students in the second cohort received the opportunity to simultaneously manipulate similar models at their desks. At the end of the class period, a post-test was given. Four days later, a similar quiz was given. Descriptive statistics and repeated measures with pairwise comparisons were used to analyze the data. Results: Quiz means improved from pre-test (32.1%) to post-test (74.6%, p=0.023). Differences were not evident between people who self-reported stronger versus weaker spatial abilities (p=0.186). Conclusions: Tinkertoys® model use, with or without simultaneous model manipulation, facilitated learning, regardless of self-reported spatial ability.

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