Dynamic Assessment of Spatial Abilities of Young Children: Effects of Gender and Task Characteristics

2007 ◽  
Vol 6 (2) ◽  
pp. 219-247 ◽  
Author(s):  
David Tzuriel ◽  
Gila Egozi
Keyword(s):  
Mental Rotation ◽  
Dynamic Assessment ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Task Characteristics ◽  
Verbal Abilities ◽  
Embedded Figures Test ◽  
Ground Test ◽  
Gender Groups

The main objectives of this study were to investigate: (a) gender differences in spatial abilities of kindergartners, (b) the effects of a teaching, using dynamic assessment (DA), on cognitive modifiability of spatial abilities, and (c) the effects of task characteristics (rotation, symmetry, complexity) on mental rotation performance. Thirty two boys and 32 kindergarten girls, 5 to 6 years old, were administered the Spatial Relations subtest (PMA), the Mental Rotation subtest (CMB), the Visual Figure Ground test, and the Dynamic Embedded Figures Test. The results revealed a significant pre- to postteaching improvement in mental rotation and spatial visualization in both gender groups. Boys showed higher performance than girls on easy preteaching mental rotation tasks but the girls closed the gap on the postteaching test. On difficult mental rotation tasks (e.g., higher rotation or higher complexity) boys and girls showed similar pre-teaching performance, but boys showed higher performance than girls on the postteaching test. Pearson correlations between spatial and verbal abilities were higher among girls than among boys — a result which was explained by the girls’ tendency to use their verbal abilities for solving spatial problems, especially for the spatial visualization tasks. Boys tended to separate between the two domains and use a holistic spatial strategy.

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.

Climbing Sports Effect Specific Visual-Spatial Abilities

2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Stefanie Pietsch ◽  
Petra Jansen
Keyword(s):  
Mental Rotation ◽  
Response Times ◽  
Leisure Activity ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Physically Active ◽  
Visual Spatial ◽  
Sport Climbing ◽  
Quasi Experimental ◽  
Relationship Of

Abstract Physically active people show better visual-spatial abilities than physically inactive people. Especially athletes with response times based on competition times, such as wrestling, outperform other athletes. This quasi-experimental study examines the relationship of long-term activity in sport climbing, which is a typical non-response time-based leisure activity, and mental rotation and spatial visualization performance. Climbers outperformed other athletes in mental rotation, but not in spatial visualization tasks. That could be based on their experience with mainly holistic movement patterns.

Spatial Abilities in Prepubertal Intellectually Gifted Boys and Genetic Polymorphisms Related to Testosterone Metabolism

2009 ◽  
Vol 23 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Peter Celec ◽  
Daniela Ostatníková ◽  
Zuzana Holešová ◽  
Gabriel Minárik ◽  
Andrej Ficek ◽  
...  
Keyword(s):  
Mental Rotation ◽  
Genetic Polymorphisms ◽  
Rflp Analysis ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Testosterone Metabolism ◽  
Salivary Testosterone ◽  
Testosterone Levels ◽  
Intellectually Gifted ◽  
Prepubertal Boys

Spatial abilities are known to be related to testosterone levels in men. Polymorphisms of genes related to androgen metabolism, however, have not been previously analyzed in association with spatial abilities. Our study analyzes genetic polymorphisms of androgen receptor (AR), aromatase (CYP19), and 5-alpha reductase (SRD5A2) in relation to mental rotation and spatial visualization in prepubertal intellectually gifted boys. DNA samples of 36 boys with an average age of 10.0 ± 0.7 years and an IQ higher than 130 were isolated from buccal cells in saliva. DNA was subsequently used for amplification by PCR. The CYP19 C1558-T polymorphism and SRD5A2 A49T polymorphism were determined by RFLP analysis, and the AR (CAG)n polymorphism was determined by fragment analysis. Salivary testosterone levels were measured with radioimmunoassay. Spatial abilities (mental rotation and spatial visualization) were assessed using standard psychometric tests. AR and CYP19 polymorphisms were not associated with spatial abilities. Heterozygotes in A49T polymorphisms (AT) of SRD5A2 had significantly better results in both mental rotation and spatial visualization tests compared to AA homozygotes. TT homozygotes were not found. The T allele of A49T polymorphism of the SRD5A2 was reported to have a 5-fold increased activity in comparison to the A allele. AT heterozygotes outscored AA homozygotes in tests of spatial performance. Since dihydrotestosterone – the product of 5-alpha reductase catalyzed reaction – has a higher affinity to AR, this might indicate a potential molecular mechanism for the influence of SRD5A2 polymorphism on spatial abilities in intellectually gifted prepubertal boys.

Unpacking The Relation Between Spatial Abilities and Creativity in Geometry

2021 ◽  
Vol 4 (3) ◽  
pp. 307-328
Author(s):  
Panagiotis Gridos ◽  
◽  
Evgenios Avgerinos ◽  
Eleni Deliyianni ◽  
Iliada Elia ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Essential Role ◽  
Solution Process ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Multiple Solution ◽  
Ninth Graders ◽  
Problem Solution ◽  
Solution Problem

This study aims to examine the relation between spatial ability and creativity in Geometry. Data was collected from 94 ninth graders. Three spatial abilities were investigated: spatial visualization, spatial relations and closure flexibility. As for students' creativity, it was examined through a multiple solution problem in Geometry focusing on three components of creativity: fluency, flexibility, and originality. The results revealed that spatial visualization predicted flexibility and originality while closure flexibility predicted all creativity components. Additionally, it was deduced that auxiliary constructions played an essential role in the problem-solution process. Finally, further study opportunities for the teaching and learning of Geometry are discussed.

scholarly journals Profil Kemampuan Spasial dalam Menyelesaikan Soal Materi Balok dan Kubus Berdasarkan Jenis Kelamin Siswa Kelas VIII SMPN 1 Genteng

2021 ◽  
Vol 1 (3) ◽  
pp. 243
Author(s):  
Silvia Vera Lestari ◽  
Sunardi Sunardi ◽  
Titik Sugiarti ◽  
Silaturohman Silaturohman
Keyword(s):  
Mental Rotation ◽  
Spatial Ability ◽  
Spatial Perception ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Female Students ◽  
Male Students ◽  
Male And Female ◽  
Class Viii

Mathematics is one part of the science in education that we learn. In studying mathematics, especially geometry, spatial abilities play an important role in it. The purpose of this study was to describe the spatial ability profile of class VIII SMPN 1 Genteng  in solving cuboid and cube theory problems for male and female students. Indicators of spatial ability are developed based on elements of spatial ability, namely spatial perception, mental rotation, and spatial visualization. The results of this study are male students with high spatial ability can master all elements of spatial ability, male students with moderate spatial ability are able to fulfill several elements of spatial ability. Female students with high spatial ability can fulfill all elements of spatial ability, female students with moderate spatial ability are able to fulfill several elements of spatial ability, female students with low spatial ability have difficulty fulfilling elements of spatial ability.

scholarly journals The Examination of 5-6 Year-Old Children’s Ability to Use Simple Maps

2019 ◽  
Vol 7 (3) ◽  
pp. 182
Author(s):  
Esin Dibek ◽  
Atiye Adak Özdemir ◽  
Yıldız Güven
Keyword(s):  
Logistic Regression ◽  
Regression Analysis ◽  
Mental Rotation ◽  
Logistic Regression Analysis ◽  
Spatial Relation ◽  
Spatial Relations ◽  
Spatial Abilities ◽  
Experimental Conditions ◽  
Experimental Trials

The main purpose of this study was to assess children’s skill in using a simple map. The study was conducted among 262 children (141 girls and 121 boys), aged between 61-78 months (average 71 months), attending to 4 public pre-schools in Istanbul, Turkey. The simple map skills (requiring mental rotation and understanding spatial relation) of the participants were tested through five different experimental trials. Children’s skills in using simple maps were analyzed by age, gender, and children’s performances in different experimental conditions.The data were analyzed using logistic regression analysis. It was found that children’s performance in the experiments did not vary by gender. Likewise, their performance did not vary by age. However, there were significant differences in children’s performances in the five different experimental conditions. According to findings, children were more successful in trial 1 which is requiring the understanding of spatial relations compared to the trial 2 and 3 which are requiring mental rotation. Finally results are discussed in terms of variables which may lead to the researchers and educators working on spatial abilities of children.

scholarly journals Spatial ability differences between students with a math learning disability and their other normal colleagues

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amr Shawky ◽  
Ehab Elbiblawy ◽  
Guenter Maresch
Keyword(s):  
Mental Rotation ◽  
Learning Disability ◽  
Spatial Ability ◽  
Disability Evaluation ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Math Learning ◽  
Ability Test ◽  
Content Type ◽  
And Mathematics

Purpose This study aims to investigate the differences in spatial ability between students with a math learning disability and their normal peers. Design/methodology/approach To investigate these differences two groups, (60 students with a math learning disability) and (60 normal students) from fifth grade with a mean age (10.6 years) were administered with spatial ability test along with an IQ test. Students with a math learning disability were chosen using measures of the following: math learning disability questionnaire developed from learning disability evaluation scale – renormed second edition (LDES-R2) (McCarney and Arthaud, 2007) and the Quick Neurological Screening Test (Mutti et al., 2012), in addition to their marks in formal math tests in school. Findings Comparison between the two groups in four aspects of spatial ability resulted in obvious differences in each aspect of spatial ability (spatial relations, mental rotation, spatial visualization and spatial orientation); these differences were clear, especially in mental rotation and spatial visualization. Originality/value This paper contributes to gain more insights into the characteristics of pupils with a math learning disability, the nature of spatial abilities and its effect on a math learning disability. Moreover, the results suggest spatial ability to be an important diagnose factor to distinguish and identify students with a math learning disability, and that spatial ability is strongly relevant to math achievement. The results have significant implications for success in the science, technology, engineering and mathematics domain.

The Interaction of Map Resolution and Spatial Abilities on Route Learning

2007 ◽  
Vol 51 (18) ◽  
pp. 1176-1180
Author(s):  
Christopher A. Sanchez ◽  
Russell J. Branaghan
Keyword(s):  
High Resolution ◽  
Mental Rotation ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Potential Interaction ◽  
Route Learning ◽  
Additional Detail ◽  
Route Information ◽  
Map Resolution ◽  
Response Errors

This study evaluated how well routes were learned from maps that were either enhanced with actual satellite photography or presented in more traditional (low resolution) form, with no additional detail. The potential interaction between map resolution and participants' static spatial abilities was also considered. Results indicated that learners recalled significantly more route information and made fewer response errors in the low detail condition than in the high detail condition. Additionally, participants' spatial visualization ability significantly correlated with success on these tasks, whereas mental rotation ability did not. These results suggest that while the addition of high resolution information is now technologically possible, it is not necessarily advised for certain situations as it can lead to a detriment in performance.

Predicting Memory for Words and Symbols from Spatial Abilities

2007 ◽  
Vol 51 (18) ◽  
pp. 1171-1175
Author(s):  
Sally A. Stader ◽  
Grant S. Taylor ◽  
JoAnn Harvan-Chin
Keyword(s):  
Negative Relationship ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Phonological Loop ◽  
Spatial Processing ◽  
Verbal Stimuli ◽  
Location Memory ◽  
Significant Negative Relationship ◽  
With Memory

This study seeks to better understand the aspects of working memory, particularly spatial processing, involved in memory for visually presented verbal and non-verbal stimuli. Prior research has suggested that there are separate memory stores for words and symbols. It is proposed that memory for the location of words is assisted by the phonological loop, which provides comprehension, and a contextual basis to use logical reasoning to determine the location of words. Participants in this study were tested on measures of object and location memory, spatial relations, spatial visualization, as well as their memory for the location of words or symbols, and reading comprehension. Results suggest different processes are involved when remembering the location of words when compared to remembering the location of symbols. The measure for location memory was found to have a significant negative relationship with memory for the location of words, suggesting that subjects with better location memory (who, presumably, rely on it more), end up suffering on the memory for the location of words measure by not relying on the more effective method of using context to deduce the locations. With all measures contributing to a regression equation, roughly 50% of the variance of both memory for the location of words and symbols was accounted for.

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