Abstract
Spatial cognition and skills are of critical importance for architecture. During their education, architecture students are expected to use and develop visuospatial skills to generate/construct, retain, rotate, and manipulate space mentally and physically through physical and digital representations. This study was designed and conducted to fill the gap in researches on the first-year architecture students’ spatial skill evaluated by means of neuropsychological tests. The goal of the study was to investigate the potential connections between the visuospatial skills, university entrance exam scores and cognitive development of the first architecture students. 128 students participated to the research voluntarily. For visuospatial skills Raven Standard Progressive Matrices (RSPM) test was administrated. Logical Thinking Test was used for the assessment of cognitive development level. Participants with art training prior to university performed better in RSPM total, and RSPM subtest E. The findings demonstrated that first year architecture students’ performances on neuropsychological tests assessing visuospatial skills were compatible with the norm scores and their cognitive development level. The results supported the previous studies claiming that art training and/or education have a positive impact on spatial cognition and visuospatial skills.
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