Effects of Gender on Perception of Spatial Illusions

1995 ◽  
Vol 80 (2) ◽  
pp. 625-626 ◽  
Author(s):  
Marc E. Pratarelli ◽  
Brenda J. Steitz
Keyword(s):  
Prior Experience ◽  
Spatial Skills ◽  
3 Dimensional ◽  
Visual Spatial ◽  
Performance Differences ◽  
Males And Females

Popular theories explaining performance differences between males and females generally predict that females tend to outperform males on certain perceptual and linguistic tasks, while males outperform females on tasks involving visual-spatial skills. 28 males and females were shown commercially available computer-generated 3-dimensional illusions in which the hidden object(s) varied in complexity. Although females reported more prior experience with this form of art, males were about four times faster at identifying the illusions at all levels of difficulty.

Predictors of Sat Mathematics Scores of Gifted Male and Gifted Female Adolescents

1989 ◽  
Vol 13 (2) ◽  
pp. 191-203 ◽  
Author(s):  
Shelagh A. Gallagher
Keyword(s):  
Learning Style ◽  
Spatial Task ◽  
Female Adolescents ◽  
Mathematics Scores ◽  
Cognitive Reasoning ◽  
Visual Spatial ◽  
Speed Of Response ◽  
Differential Performance ◽  
Predominant Factor ◽  
Males And Females

A regression analysis was conducted to determine the relative importance of a series of variables in the prediction of SAT-Mathematics (SAT-M) scores of gifted males and females. Among the variables considered were visual-spatial ability, cognitive reasoning ability, learning style, and SAT-Verbal (SAT-V) scores. Scores on the visual-spatial task were analyzed for speed of response as well as ability. For both sexes, reasoning skills were the predominant factor in the prediction formulas. Differences in the two formulas seemed to reflect males' greater facility with process skills necessary for the SAT-M. Implications are discussed regarding how to interpret the differential performance of gifted males and females on the SAT-M.

scholarly journals Combining Science and Humanities to Assess and Promote the Development of Visual‐Spatial Skills in Medical Learners

2021 ◽  
Vol 35 (S1) ◽  
Author(s):  
David Riddle ◽  
Wendy Lackey‐Cornelison ◽  
Tyler Gibb ◽  
Paul Solomon
Keyword(s):  
Spatial Skills ◽  
Visual Spatial

Transpersonal Experiences in Childhood: An Exploratory Empirical Study of Selected Adult Groups

1992 ◽  
Vol 75 (3_suppl) ◽  
pp. 1135-1153 ◽  
Author(s):  
Harry T. Hunt ◽  
Sheryl Shearing-Johns ◽  
Arlene Gervais ◽  
Fred Travis
Keyword(s):  
Cognitive Skills ◽  
Mystical Experience ◽  
Childhood And Adolescence ◽  
Spatial Skills ◽  
Body Experience ◽  
Transpersonal Experience ◽  
Visual Spatial ◽  
Out Of Body Experience ◽  
Transpersonal Experiences ◽  
Meditative Practice

A questionnaire was developed to assess adult recall for a range of transpersonal experiences throughout childhood and adolescence (mystical experience, out-of-body experience, lucid dreams, archetypal dreams, ESP), as well as nightmares and night terrors as indicators of more conflicted, negative states. In two exploratory studies this questionnaire was administered to subjects with high estimated levels of early transpersonal experiences and practising meditators, with respective undergraduate controls. A cognitive skills/precocity model of early transpersonal experience was contrasted with a vulnerability of self model by comparisons of these groups on questionnaire categories, imaginative absorption, neuroticism, and visual-spatial skills, with some support found for both models depending on experience type, age of estimated recall, and adult meditative practice.

scholarly journals Evaluation of Surgical Dexterity During the Interview Day: Another Factor for Consideration

2015 ◽  
Vol 7 (2) ◽  
pp. 234-237 ◽  
Author(s):  
Dinchen Jardine ◽  
Benjamin Hoagland ◽  
Angel Perez ◽  
Eric Gessler
Keyword(s):  
Spatial Ability ◽  
General Surgery ◽  
Manual Dexterity ◽  
Spatial Skills ◽  
Application Process ◽  
Current Application ◽  
Residency Programs ◽  
Visual Spatial ◽  
Standard Interview ◽  
Composite Scores

Abstract Background Manual dexterity and visual spatial ability are not routinely used to evaluate candidates for surgical residency training as part of the application interview. Objective This study assessed the acceptability and feasibility of evaluating the manual dexterity and visual spatial ability of applicants for general surgery and otolaryngology residency, and evaluated the relationship between this information and routinely considered application factors. Methods During the 2012 interview season, medical students applying to our institution's general surgery and otolaryngology residency programs underwent a battery of tests relevant to surgical dexterity. Five tests shown to be related to the surgeons' dexterity or visual spatial skills were administered during the course of their in-person interview day. The results from these tests were compared with data collected as part of the current application process. Results A total of 64 students were enrolled, and 58 had data that could be analyzed. Regression analysis using the enter method was performed for each of the tests, and for the composite scores. None of the values were significant as defined by P ≤ .05. Neither the scatterplots of the data nor Pearson r showed a correlation between the highest performers on the surgical dexterity composite score and individuals' highest scores on the dimensions used in the current process to assess applicants. Conclusions The addition of 1 or more evaluations of visual spatial skills and psychomotor aptitude can be done during a standard interview day, is acceptable to applicants, and may provide information that is different from the usual components of the application.

The Use of Hand Gestures to Communicate About Nonpresent Objects in Mind Among Children With Autism Spectrum Disorder

2015 ◽  
Vol 58 (2) ◽  
pp. 373-382 ◽  
Author(s):  
Wing-Chee So ◽  
Ming Lui ◽  
Tze-Kiu Wong ◽  
Long-Tin Sit
Keyword(s):  
Autism Spectrum Disorder ◽  
Intervention Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Spatial Skills ◽  
Typically Developing Children ◽  
Visual Spatial ◽  
Children With Asd

Purpose The current study examined whether children with autism spectrum disorder (ASD), in comparison with typically developing children, perceive and produce gestures to identify nonpresent objects (i.e., referent-identifying gestures), which is crucial for communicating ideas in a discourse. Method An experimenter described the uses of daily-life objects to 6- to 12-year-old children both orally and with gestures. The children were then asked to describe how they performed daily activities using those objects. Results All children gestured. A gesture identified a nonpresent referent if it was produced in the same location that had previously been established by the experimenter. Children with ASD gestured at the specific locations less often than typically developing children. Verbal and spatial memory were positively correlated with the ability to produce referent-identifying gestures for all children. However, the positive correlation between Raven's Children Progressive Matrices score and the production of referent-identifying gestures was found only in children with ASD. Conclusions Children with ASD might be less able to perceive and produce referent-identifying gestures and may rely more heavily on visual–spatial skills in producing referent-identifying gestures. The results have clinical implications for designing an intervention program to enhance the ability of children with ASD to communicate about nonpresent objects with gestures.

scholarly journals Moderators of Dual Task Gait Effects in Mild Cognitive Impairment and Dementia

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 880-880
Author(s):  
Edward Ofori ◽  
Dara James ◽  
Olivia Kaczmarek ◽  
Mark Gudesblatt
Keyword(s):  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Dual Task ◽  
Walking Speed ◽  
Cognitive Domain ◽  
Spatial Processing ◽  
Spatial Skills ◽  
Visual Spatial ◽  
Visual Spatial Processing ◽  
Domain Scores

Abstract Spatiotemporal gait parameters may provide indication about the cognitive status of individuals. Dysfunction in specific gait features has been associated with increased risk of cognitive decline. Here we use spatiotemporal gait patterns to determine whether specific cognitive domain scores moderate the effects during dual-tasking on individuals with mild cognitive impairment (MCI) and dementia. Participants (n=46; mean age: 77.0±8.9 years) with a diagnosis of cognitive impairment (n=16), or dementia (n=30) were included. They performed validated computerized cognitive assessment battery (CAB, NeuroTrax BrainCare) to obtain cognitive domain measures of executive function (EF), attention, memory, visual-spatial processing (VSP), information processing speed (IPS), and a global cognitive score (GCS) measure. Using the Zeno Walkway Gait Analysis System (Protokinetics), measures of velocity, stride width (SW), stride time (ST), stride length, cadence, double support (DS), and gait variability were obtained for both single-task and DT gait. Data analysis was conducted using SPSS 26 and PROCESS 3.5. As expected, the dementia group had lower cognitive domain scores and slower walking speed than MCI group. Results also indicated that visual-spatial processing skills was the only cognitive domain that did have a moderation effect on gait velocity (F=4.2, p<0.05, R-square change 10%). Our results indicate that differences between walking speed in MCI and dementia groups are moderated by visual spatial skills. Improvement in visual spatial skills could improve the dual task effects of individual gait measures.

scholarly journals NEUROSCIENCE, WORLD WIDE WEB AND READING CURRICULUM

2012 ◽  
Vol 46 (1) ◽  
pp. 66-73
Author(s):  
Metka Kordigel Aberšek
Keyword(s):  
World Wide Web ◽  
New Media ◽  
Cognitive Skills ◽  
World Wide ◽  
Deductive Reasoning ◽  
Spatial Skills ◽  
Online Reading ◽  
Reading Curriculum ◽  
Literature Reading ◽  
Visual Spatial

Neuroscience has proved a malleable nature of our brain. The way of thinking is changing lifelong and not only in early childhood. New media as television, video games, and the Internet change students’ cognitive skills. New visual-spatial skills, such as iconic representation and spatial visualization are developed. But parallel to these changes new weaknesses occur. Those are in higher-order cognitive processes, as abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination (Greefield, 2009). Those are the reasons why reading curriculum in contemporary educational system should focus on two groups of aims: deep online reading and linear literature reading. By deep reading is meant the sophisticated processes that propel comprehension and that include inferential and deductive reasoning, analogical skills, critical analysis, reflection, and insight. By linear literature reading is meant primarily reading of fiction, which develops the imagination, inductive analysis, critical and abstract thinking Key words: cognitive skills, linear reading, neuroscience, reading curriculum, reflexive reading of fiction, World Wide Web.

scholarly journals Early career performance and its correlation with gender and publication output during doctoral education

2019 ◽  
Vol 122 (1) ◽  
pp. 309-330 ◽  
Author(s):  
Jonas Lindahl ◽  
Cristian Colliander ◽  
Rickard Danell
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Publication Output ◽  
Research Performance ◽  
Early Career ◽  
Performance Differences ◽  
Selection Processes ◽  
Males And Females ◽  
Career Performance ◽  
Positive Effect

Abstract Publishing in peer-reviewed journals as a part of the doctoral education is common practice in many countries. The publication output of doctoral students is increasingly used in selection processes for funding and employment in their early careers. Against the backdrop of this development, the aim of this study is to examine (1) how performance during the doctoral education affect the probability of attaining research excellence in the early career; and (2) if there is performance differences between males and females in the early career and to which degree these gender differences can be explained by performance differences during the doctoral education. The data consist of Swedish doctoral students employed at the faculty of science and technology and the faculty of medicine at a Swedish university. Our main conclusions are that (1) research performance during the doctoral education has a positive effect on attaining excellence in the early career; (2) there is an interaction between publication volume and excellence during doctoral education suggesting that a combination of quantity and quality in doctoral students’ performance is indicative of future excellence; (3) there are performance differences in the early career indicating that males have a higher probability of attaining excellence than females, and; (4) this difference is partly explained by performance differences during the doctoral education.

Sign in / Sign up

Export Citation Format

Share Document