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.

Development of Spatial Abilities in Engineering Education: An Empirical Study of the Influence of Visualisation Media

2020 ◽  
Author(s):  
Stefan Zorn ◽  
Kilian Gericke
Keyword(s):  
Mental Rotation ◽  
Performance Improvement ◽  
Spatial Abilities ◽  
Design Engineering ◽  
Spatial Skills ◽  
Mental Rotation Test ◽  
Technical Drawing ◽  
The Mean ◽  
Drawing Tasks ◽  
Critical Components

Abstract Spatial ability is one of the critical components of human intelligence. It has been proven that it is particularly crucial for success, especially in engineering, where interpreting views of an object presented by drawings, visualizing parts, or manipulating geometry in CAD are fundamental skills. Research has confirmed that spatial skills can be improved through instruction and teaching, for example, sketching and technical drawing, which are also included in the basic engineering classes. This study tested the hypothesis that the development of spatial skills during the fundamental design engineering class can be positively influenced due to the use of different visualization media for sketching and technical drawing tasks, whereas the used visualization media offer varying possibilities of interaction. Seventy students were pre- and post-tested with the Mental Rotation Test. All participants received the same training during the class but were given individual tasks with varying media. The analysis revealed a significant increase in mental rotation performance for all participants throughout the semester with a big effect size. Moreover, the mean performance improvement differed considerably depending on the visualization media and its offered interaction possibilities.

Subgroup Analysis of Sex Difference on the Vandenberg-Kuse Mental Rotation Test

2003 ◽  
Vol 96 (1) ◽  
pp. 197-200 ◽  
Author(s):  
Kázmér Karádi ◽  
Árpád Csathó ◽  
Beatrix Kovács ◽  
Péter Kosztolányi
Keyword(s):  
Sex Differences ◽  
Mental Rotation ◽  
Sex Difference ◽  
Spatial Ability ◽  
Subgroup Analysis ◽  
Mental Rotation Test ◽  
Men And Women ◽  
Large Sample ◽  
Rotation Test ◽  
The Mean

A large sex difference has been elicited on the Vandenberg-Kuse mental rotation test. Prior research emphasizes the biological root of this sex difference. In recent experiments we confirmed this viewpoint. A large sample was administered the test, and the distributions of scores for men and women ( N = 138; 68 men and 70 women; ages 19 to 23 years). The mean scores were used as cut-off points to group the men and the women in different subgroups (Low/Women, High/Women, Low/Men, High/Men). There were large differences among all subgroups, reinforcing Kimura's testosterone hypothesis for sex differences in spatial ability.

scholarly journals Development of Spatial Ability According to Mental Rotation Test at SKF and YBL

2014 ◽  
Vol 2 (1) ◽  
pp. 18-29 ◽  
Author(s):  
András Zsolt Kovács ◽  
László Németh
Keyword(s):  
Mental Rotation ◽  
Spatial Ability ◽  
Industrial Design ◽  
Spatial Abilities ◽  
Industrial Engineering ◽  
Design Engineering ◽  
Mental Rotation Test ◽  
Rotation Test ◽  
The Difference ◽  
The University

Abstract The Mental Rotation Test (MRT) is one of the tests to survey the spatial ability. In this article we make an attempt to measure the spatial abilities of the students of wood industrial engineering and industrial design engineering of the Simonyi Károly Faculty of Engineering, Wood Sciences and Applied Arts (SKF for short) of the University of West Hungary and compare the results with the architects students of the Ybl Miklós Faculty of Architecture and Civil Engineering of the Szent István University. The paper aims to compare the results with respect to the scores and mainly the improvement based on new examination aspects. The article concludes that the small differences in the students’ developments of spatial ability in the two institutions can be caused by the difference in Descriptive Geometry courses

Enhancing Spatial Ability Through Sport Practice

2012 ◽  
Vol 33 (2) ◽  
pp. 83-88 ◽  
Author(s):  
David Moreau ◽  
Jérome Clerc ◽  
Annie Mansy-Dannay ◽  
Alain Guerrien
Keyword(s):  
Mental Rotation ◽  
Spatial Representations ◽  
Mental Rotation Test ◽  
Sport Training ◽  
Sport Practice ◽  
Undergraduate University Students ◽  
Before And After ◽  
Cognitive Plasticity ◽  
Reported Data ◽  
The Relationship

This experiment investigated the relationship between mental rotation and sport training. Undergraduate university students (n = 62) completed the Mental Rotation Test ( Vandenberg & Kuse, 1978 ), before and after a 10-month training in two different sports, which either involved extensive mental rotation ability (wrestling group) or did not (running group). Both groups showed comparable results in the pretest, but the wrestling group outperformed the running group in the posttest. As expected from previous studies, males outperformed women in the pretest and the posttest. Besides, self-reported data gathered after both sessions indicated an increase in adaptive strategies following training in wrestling, but not subsequent to training in running. These findings demonstrate the significant effect of training in particular sports on mental rotation performance, thus showing consistency with the notion of cognitive plasticity induced from motor training involving manipulation of spatial representations. They are discussed within an embodied cognition framework.

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.

scholarly journals Personal Assessment of Reasons for the Loss of Global Biodiversity—an Empirical Analysis

2020 ◽  
Vol 12 (10) ◽  
pp. 4277
Author(s):  
Matthias Winfried Kleespies ◽  
Paul Wilhelm Dierkes
Keyword(s):  
Sustainable Development ◽  
High School Students ◽  
Biodiversity Loss ◽  
Connection To Nature ◽  
School Students ◽  
Teacher Trainees ◽  
Significant Difference ◽  
Global Biodiversity ◽  
The Relationship ◽  
Personal Assessment

The UN's sustainable development goals (SDGs), which aim to solve important economic, social, and environmental problems of humanity, are to be supported by education for sustainable development (ESD). Empirical studies on the success of the implementation of the SDGs in the field of education are still pending. For this reason, using the loss of global biodiversity as an example, this study examined the extent to which high school students, teacher trainees in biology, and biology bachelor students can identify the causes of the global biodiversity loss. A new questioning tool was developed and tested on 889 participants. In addition, the relationship between connection to nature and the personal assessment about biodiversity threats was examined. The factor analysis of the scale used showed that 11 out of 16 items were assigned to the intended factor. The comparison between high school students, teacher trainees in biology, and biology bachelor students showed no significant difference in overall assessment of the reasons for global biodiversity loss. When comparing the three risk levels in which the risk factors for biodiversity could be divided, across the three student groups, only minor differences were found. Therefore, a specific education of prospective teachers is necessary, as they have to pass on the competence as multipliers to their students. No significant difference could be found when examining the relationship between connection to nature and the overall scores of the assessment scale for the reasons of biodiversity loss. However, it was found that people who felt more connected to nature were more capable of assessing the main causes of risk for global biodiversity, while people who felt less connected to nature achieved better scores for the medium factors.

scholarly journals Intracranial Pressure during External Ventricular Drainage Weaning Is an Outcome Predictor of Traumatic Brain Injury

2020 ◽  
Vol 2020 ◽  
pp. 1-7
Author(s):  
Jia-cheng Gu ◽  
Hong Wu ◽  
Xing-zhao Chen ◽  
Jun-feng Feng ◽  
Guo-yi Gao ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Intracranial Pressure ◽  
External Ventricular Drainage ◽  
Unfavorable Outcome ◽  
Ventricular Drainage ◽  
Outcome Group ◽  
Significant Difference ◽  
The Mean ◽  
The Relationship

External ventricular drainage (EVD) is widely used in patients with a traumatic brain injury (TBI). However, the EVD weaning trial protocol varies and insufficient studies focus on the intracranial pressure (ICP) during the weaning trial. We aimed to establish the relationship between ICP during an EVD weaning trial and the outcomes of TBI. We enrolled 37 patients with a TBI with an EVD from July 2018 to September 2019. Among them, 26 were allocated to the favorable outcome group and 11 to the unfavorable outcome group (death, post-traumatic hydrocephalus, persistent vegetative state, and severe disability). Groups were well matched for sex, pupil reactivity, admission Glasgow Coma Scale score, Marshall computed tomography score, modified Fisher score, intraventricular hemorrhage, EVD days, cerebrospinal fluid output before the weaning trial, and the complications. Before and during the weaning trial, we recorded the ICP at 1-hour intervals to calculate the mean ICP, delta ICP, and ICP burden, which was defined as the area under the ICP curve. There were significant between-group differences in the age, surgery types, and intensive care unit days (p=0.045, p=0.028, and p=0.004, respectively). During the weaning trial, 28 (75.7%) patients had an increased ICP. Although there was no significant difference in the mean ICP before and during the weaning trial, the delta ICP was higher in the unfavorable outcome group (p=0.001). Moreover, patients who experienced death and hydrocephalus had a higher ICP burden, which was above 20 mmHg (p=0.016). Receiver operating characteristic analyses demonstrated the predictive ability of these variables (area under the curve AUC=0.818 [p=0.002] for delta ICP and AUC=0.758 [p=0.038] for ICP burden>20 mmHg). ICP elevation is common during EVD weaning trials in patients with TBI. ICP-related parameters, including delta ICP and ICP burden, are significant outcome predictors. There is a need for larger prospective studies to further explore the relationship between ICP during EVD weaning trials and TBI outcomes.

scholarly journals Socially prescribed perfectioism and personality

2016 ◽  
Vol 6 (2) ◽  
pp. 107-118
Author(s):  
María Vicent ◽  
Cándido J. Inglés ◽  
Carolina Gonzálvez ◽  
Ricardo Sanmartín ◽  
José Manuel García-Fernández
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Statistical Significance ◽  
Effect Sizes ◽  
Big Five Personality ◽  
Primary School Students ◽  
School Students ◽  
Socially Prescribed Perfectionism ◽  
The Mean ◽  
The Relationship

The aim of this study was to examine the relationship between Socially Prescribed Perfectionism (SPP) and the Big Five personality traits in a sample of 804 Primary School students between 8 and 11 years old (M=9.57; SD=1.12). The SPP subscale of the Child and Adolescent Perfectionism Scale (CAPS) and the Big Five Questionnaire for Children (BFQ-N), which evaluate the traits of Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness, were used. The mean difference analysis showed that students with high levels of SPP scored significantly higher on Conscientiousness, Agreeableness, Extraversion and Openness, with small effect sizes for all cases. In contrast, no significant differences were observed in Neuroticism. Logistic regression analysis revealed that all personality traits, except neuroticism, whose results didn’t reach the statistical significance, significantly and positively predicted higher scores on PSP, with OR levels ranging from 1.01 (for Conscientiousness and Agreeableness) to 1.03 (for Openness and Extraversion).

scholarly journals Effects of Language Learning Strategies and Learners’ Motivation on Students’ Learning Achievement

2015 ◽  
Vol 3 (2) ◽  
pp. 132 ◽  
Author(s):  
Hao-Yuan Cheng ◽  
Nai-Ying Chang
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Course Performance ◽  
Test Analysis ◽  
New Information ◽  
Significant Difference ◽  
Group A ◽  
The Mean ◽  
The Relationship

<p>This study investigated whether learning strategies had made any impact on learners’ achievement and explored whether learning motivation was correlated with learning strategies. The participants of this study were the students from the EFL (English as a Foreign Language) intermediate level course at a college in Taiwan. The students were given a pretest and a posttest. The mean scores of these tests were compared with a SILL survey (Strategies Inventory for Language Learning) at the end of the investigation. The participants’ course performance was compared with their use of learning strategies. The assumption of the relationship between learning strategies and motivation is that motivated learners have a greater desire to seek out solutions or support from others and employ more strategies to process the new information. The results of this investigation revealed that only the memory strategies had a significant difference in the posttest of Group A on the independent sample t-test analysis.</p>

The relationship between workload and adherence to professional codes of ethics among a sample of Iranian nurses

2021 ◽  
pp. 147775092110401
Author(s):  
Mahsa Dadkhah-Tehrani ◽  
Mohsen Adib-Hajbaghery
Keyword(s):  
Personal Characteristics ◽  
Codes Of Ethics ◽  
Spearman Correlation ◽  
Cross Sectional ◽  
Significant Difference ◽  
Perceived Workload ◽  
Professional Codes ◽  
The Mean ◽  
Professional Codes Of Ethics ◽  
The Relationship

Background Many studies have investigated the adherence to professional codes of ethics by nurses. However, no study has explicitly examined the relationship between workload and adherence to professional codes of ethics among Iranian nurses. Objective This study aimed to explore the relationships between workload and adherence to professional codes of ethics among a sample of Iranian nurses. Materials and Methods A cross-sectional descriptive study was conducted on 213 nurses who were randomly selected from the different wards of Shahid Beheshti Hospital of Kashan, Iran. Data collection instruments included a personal characteristics questionnaire, the Nursing Ethics Questionnaire, and the National Aeronautics and Space Administration Task Load Index. The Chi-square, the Spearman correlation coefficient, the Kruskal–Wallis, and Mann–Whitney U tests were used to analyze the data. Results A majority of nurses were females (77.5%), married (79.3%), and permanently employed (55.4%). The mean of the overall perceived workload and adherence to professional codes of ethics were 76.36 ± 13.64 and 13.98 ± 2.58, that were at high and moderated level, respectively. Spearman correlation test showed no significant correlation between perceived workload and adherence to professional codes of ethics ( r = 0.03, P = 0.6). A significant difference was found between the mean scores of adherence to professional codes of ethics in nurses working in different departments ( P < 0.001). Conclusion Participating nurses perceived high levels of workload but their mean adherence to professional codes of ethics was at a moderate level. The perceived workload was indirectly correlated with adherence to professional codes of ethics.

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