Development Of Spatial Abilities Research Articles

Gender stereotypes in preschoolers' mental rotation.

The investigation of gender stereotypes constitutes a relevant approach to understanding the development of spatial ability and sex differences in the domain. This was the first study concerned with the presence of implicit and explicit gender stereotypes about spatial ability, and their potential relation to spatial task performance, in preschool-aged children. Our full sample consisted of 138 4- to 6-year-old kindergarten children. The experimental procedure consisted of three parts. Children completed an implicit association task, a short questionnaire on explicit stereotypes, and a chronometric mental rotation task. Preschool-aged children held explicit gender stereotypes about spatial ability linking it to boys rather than girls. Boys exhibited stronger stereotypes in this regard than girls. We also found evidence for the presence of implicit stereotypes. However, implicit stereotypes were not found in sub-group analyses. No clear relationship between stereotypes and mental rotation performance emerged, but our results suggest that implicit stereotyping affected mental rotation accuracy differently in girls compared with boys. Our main conclusion was that children already hold stereotypic beliefs about spatial ability at preschool age. There did not seem to be a relationship of stereotyping with spatial ability at this age.

ANALISIS KESULITAN PENYELESAIAN SOAL GEOMETRI PADA SD ISLAM AL AZHAR 34 MAKASSAR


 Geometry at the elementary school level brings various benefits to students. Firstly, it is a critical stage in the development of spatial abilities. Geometry helps students understand the world around them in different ways. This study aims to analyze the difficulties in solving geometry problems among elementary school students. The research design used is quantitative research with data collection techniques using tests and documentation. The research subjects are fifth-grade students of SD Islam Al Azhar 34 Makassar, consisting of 30 individuals. The research sample consists of 5 students. The results of the study indicate that visual-spatial understanding, perception, interpretation, and mathematical communication skills play a crucial role in students' understanding of geometric concepts. Student A needs to be introduced to the concept of classifying plane figures to improve their spatial understanding, while student B needs a deeper understanding of the types of plane figures. Student C needs to develop mathematical communication skills and pay attention to the instructions of the problems in order to accurately transfer their understanding of concepts. Student D has adequate conceptual understanding but needs to improve their accuracy in solving the final steps. Student E has good conceptual understanding of solving geometry problems but needs to be reminded of the importance of completing all solution steps accurately. An approach that includes introducing the concept of classifying plane figures, deepening understanding of the types of plane figures, developing mathematical communication skills, and paying attention to problem instructions needs to be implemented to enhance students' understanding of geometric concepts and their ability to solve problems accurately.

Development of Spatial Abilities of Preadolescents: What Works?

Creation in space and perception of spatial relations are important workplace skills that can be successfully developed in public education through the cooperation of art education, mathematics, and technology, the STEAM model that has been successfully employed in higher education. In a longitudinal school-based experiment, we enhanced the spatial skills of preadolescents through a STEAM-based educational programme. To design our methods of intervention in mathematics, visual arts, and information technology, we used the structure of spatial skills identified in previous studies. Developmental methods involved two- and three-dimensional visualisation tasks in real-life and virtual learning environments. We employed a pre- and post-hoc assessment design using a spatial ability task sequence standardised in Hungary that proved to be valid for assessing Slovak students as well. Authentic assessment tasks included real-life situations when visualisations of spatial relations were used for orientation and creation. Pre-test results showed significant differences between school classes: we identified high achievers and middle-to-low achievers. Our developmental programme was aimed at personalised talent development in the high-achieving classes and the general improvement of the performance of low achievers, raising insufficient pre-test results to an average post-test performance.

The Development of Spatial Cognition and Its Malleability Assessed in Mass Population via a Mobile Game

Spatial cognition is a fundamental aspect of human intelligence, but our understanding of its developmental trajectory across the life span is limited. Here, we applied game-based assessment on mobile devices to engage a large sample from China (N = 216,713) with a wide age range (from under 10 years old to above 60) in multiple participations of a mental rotation task, a typical measure of spatial cognition. We found that spatial ability developed asynchronously with its malleability. Whereas mental rotation performance peaked at the age of 28, with males performing better than females, the effect of training from repeated participation peaked at 18, probably laying the foundation for the development of spatial ability. In contrast, children showed particularly low malleability, and a follow-up experiment revealed that the underdeveloped ability of mirror-image discrimination likely hindered the malleability of spatial cognition during this period. The intermingled relation of ability and malleability illustrates dynamics in the development of spatial cognition, inviting broad research on the development of other cognitive functions.

Can dog-assisted and relaxation interventions boost spatial ability in children with and without special educational needs? A longitudinal, randomized controlled trial.

Children's spatial cognition abilities are a vital part of their learning and cognitive development, and important for their problem-solving capabilities, the development of mathematical skills and progress in Science, Technology, Engineering and Maths (STEM) topics. As many children have difficulties with STEM topic areas, and as these topics have suffered a decline in uptake in students, it is worthwhile to find out how learning and performance can be enhanced at an early age. The current study is the first to investigate if dog-assisted and relaxation interventions can improve spatial abilities in school children. It makes a novel contribution to empirical research by measuring longitudinally if an Animal-Assisted Intervention (AAI) or relaxation intervention can boost children's development of spatial abilities. Randomized controlled trials were employed over time including dog intervention, relaxation intervention and no treatment control groups. Interventions were carried out over 4 weeks, twice a week for 20 min. Children were tested in mainstream schools (N = 105) and in special educational needs (SEN) schools (N = 64) before and after interventions, after 6 weeks, 6 months and 1 year. To assess intervention type and to provide advice for subsequent best practice recommendations, dog-assisted interventions were run as individual or small group interventions. Overall, children's spatial abilities improved over the year with highest increases in the first 4 months. In Study 1, typically developing children showed higher scores and more continuous learning overall compared to children with special educational needs. Children in the dog intervention group showed higher spatial ability scores immediately after interventions and after a further 6 weeks (short-term). Children in the relaxation group also showed improved scores short-term after relaxation intervention. In contrast, the no treatment control group did not improve significantly. No long-term effects were observed. Interestingly, no gender differences could be observed in mainstream school children's spatial skills. In study 2, children in SEN schools saw immediate improvements in spatial abilities after relaxation intervention sessions. No changes were seen after dog interventions or in the no treatment control group. Participants' pet ownership status did not have an effect in either cohort. These are the first findings showing that AAI and relaxation interventions benefit children's spatial abilities in varied educational settings. This research represents an original contribution to Developmental Psychology and to the field of Human-Animal Interaction (HAI) and is an important step towards further in-depth investigation of how AAI and relaxation interventions can help children achieve their learning potential, both in mainstream schools and in schools for SEN.

Geotechnology-based Spatial Learning: The Effects on Spatial Abilities and Sketch Maps in an Inter-Cultural Study

Abstract. GIS have been coined as a support to thinking and learning spatially. In particular spatial learning in real environments can be supported by Geotechnologies as location-based games. We investigate how the use of a custom map-based geocaching game influences the individual development of spatial abilities and sketch mapping. We present a cross-cultural study with primary school children consisting of two spatial ability tests and a sketch map task in a pre- and post-test setting. Improvements were found in mental rotation and sketch map perspective, individual differences in culture and gender decreased for the experimental group. We conclude with a discussion of prospects and problems of integrating this type of GIS into education and learning.

Investigating Greek kindergartners’ spatial abilities. Are they the best they can be?

The development of spatial abilities in young children leads to better achievement in STEAM education and in their daily lives. Early interventions have been shown to be highly effective in developing spatial abilities. In this study, the spatial abilities curriculum of the Greek kindergarten is described, and the use of maps is recommended for inclusion in the curriculum. This study examines kindergarten pupils’ spatial abilities at the end of two consecutive preschool years and determines whether attending kindergarten for one or two years succeeded in developing the participating pupils’ spatial abilities and achieving the goals set by the curriculum. Furthermore, it investigates which spatial abilities can be developed to the greatest and lowest degree and whether there is a statistical difference in achievement between age (1 or 2 years of study) and gender. The research sample consisted of 90 pupils from 5 different kindergarten classes; these pupils had attended kindergarten for 1 year (younger children called pronipia in Greek) or for 2 years (older children called nipia in Greek). A questionnaire survey was used to collect data for analysis. It was found that the goals set by the curriculum were not satisfactorily met. Older children, as expected, performed better and there was no statistical difference between boys and girls for the total performance. This paper is part of a wider study that aims to investigate pupils’ spatial abilities. It proposes an effective teaching intervention with the use of two large-scale giant maps and appropriate teaching material to develop kindergarteners’ spatial abilities

Childhood Experience Reduces Gender Differences in Spatial Abilities: A Cross-Cultural Study.

Spatial experience in childhood is a factor in the development of spatial abilities. In this study, we assessed whether American and Faroese participants' (N = 246, Mage = 19.31 years, 151 females) early spatial experience and adult spatial outcomes differed by gender and culture, and if early experience was related to adult performance and behavior. Participants completed retrospective reports on their childhood spatial experience, both large-scale (permitted childhood range size) and small-scale (Lego play). They also completed assessments of their current large-scale spatial behavior (navigational strategy) and small-scale ability (mental rotation task, MRT). We replicated earlier results showing better MRT performance among males and more reliance by males on orientation navigational strategies, although males and females reported similar ranges as children. However, there were cross-cultural differences, with Faroese having larger childhood ranges, less reliance on route strategies, better MRT scores, and a smaller gender difference in MRT. Larger permitted childhood ranges were associated with reduced use of route strategies for navigation in adulthood, and greater Lego play in childhood predicted better MRT performance as adults. There was also some evidence supporting relationships across spatial scales, with more Lego play predicting an orientation style of navigation and larger childhood ranges predicting better performance on the MRT, although the latter was not independent of country. In sum, we observed an association in both cultures between large-scale childhood experience and large-scale behavior in adulthood, small-scale experience in childhood and adult small-scale performance, and some associations between experience and behavior across spatial scales.

THE EFFECTIVENESS GEOGEBRA ON SOFTWARE IN TEACHING

This study aimed to clarify the Effectiveness GeoGebra on Software in Teaching " Space Geometry in the Development of Spatial Abilities and Achievement of Eleventh Grade and tried to answer the following two questions: 1. What is the Effectiveness of using GeoGebra Software in Teaching " Space Geometry of eleventh-grade students? To answer these questions, a sample of (52) eleventh-grade students was chosen and divided into two groups: an experimental group with (25) students, studied using GeoGebra Software, and a control group with (27) students, studied using the usual way. To attain the purpose of the study, an educational material for the unit of " Space Geometry " of grade eleven was prepared according to GeoGebra Software Also, GeoGebra Software Achievement test The study result showed statistically significant differences at the level (α=0,05) between the mean score of the experimental group and the mean score of the control group in the GeoGebra Software Achievement test group who studied using GeoGebra Software. In light of these results, the study recommended the importance to enter the GeoGebra of anther dynamic program in the math , to study Space Geometry and providing appropriate and encouraging study environment to improve students. Keywords: Geogebra, Space Engineering, Software

Blueprint as a Motivating Factor for the Development of Spatial Ability in Teaching of Mathematics: An Action Research Study

We focused on connecting active methods and the historically known technique named blueprint in educational process of mathematics in this paper. The alternation of methods contributes to the variety and diversity of the teaching process, making the educational process more interesting and engaging for students. We prepared interesting worksheets for the students. The purpose of this study is to analyze active students´ work during several math lessons. We preferred a qualitative approach to research, namely action research, considering of the self-critical analysis of partial results, typical for this research.

Blueprint as a Motivating Factor for the Development of Spatial Ability in Teaching of Mathematics: An Action Research Study

We focused on connecting active methods and the historically known technique named blueprint in educational process of mathematics in this paper. The alternation of methods contributes to the variety and diversity of the teaching process, making the educational process more interesting and engaging for students. We prepared interesting worksheets for the students. The purpose of this study is to analyze active students´ work during several math lessons. We preferred a qualitative approach to research, namely action research, considering of the self-critical analysis of partial results, typical for this research.

Opportunities to Learn Three-Dimensional Shapes in Primary Mathematics: The Case of Content Analysis of Primary Mathematics Textbooks in Hong Kong

Textbooks play an important part in teaching and learning mathematics. However, textbook research on spatial ability has so far received little attention. In this study, we investigated whether school mathematics textbooks provide enough opportunities for primary students to learn three-dimensional shapes and help them acquire spatial ability. Three mathematics textbook series used in Hong Kong were analysed through content analysis. Findings showed each series of textbooks contained five domains for introducing solid figures, which included real-life examples, understanding concepts, measurement, finding laws, and developing spatial ability. The development of spatial abilities was mainly shown in the production of three-dimensional graphics. What students experienced in the learning of 3-D shapes was relatively narrow. Geometric graphics were mainly limited to the conventional shapes at the early stage. Activities to explore three-dimensional graphics were insufficient. It was suggested that combining the surrounding world of children with geometry in the classroom was not just a criterion for textbooks but also the focus of classroom teaching. The flexibility of teachers’ adoptions of textbooks is also worthy of further investigation.

General Enhancement of Spatial Hearing in Congenitally Blind People

Vision is thought to support the development of spatial abilities in the other senses. If this is true, how does spatial hearing develop in people lacking visual experience? We comprehensively addressed this question by investigating auditory-localization abilities in 17 congenitally blind and 17 sighted individuals using a psychophysical minimum-audible-angle task that lacked sensorimotor confounds. Participants were asked to compare the relative position of two sound sources located in central and peripheral, horizontal and vertical, or frontal and rear spaces. We observed unequivocal enhancement of spatial-hearing abilities in congenitally blind people, irrespective of the field of space that was assessed. Our results conclusively demonstrate that visual experience is not a prerequisite for developing optimal spatial-hearing abilities and that, in striking contrast, the lack of vision leads to a general enhancement of auditory-spatial skills.

Using Eye Tracking to Explore the Impacts of Geography Courses on Map-based Spatial Ability

As part of geography education, geography courses play an important role in the development of spatial ability. However, how geography courses affect map-based spatial ability has not been well documented. In this study, we use an eye-tracking method to explore the impact of geography courses on map-based spatial ability. We recruited 55 undergraduates from Beijing Normal University (BNU) to attend the map-based spatial ability test before and after six-month geography courses arranged by the Faculty of Geographical Science, BNU. The results show that the participants’ map-based spatial ability significantly improved after taking the geography courses; specifically, accuracy increased by 22.3% and response time decreased by 14.7% after training. We analysed two types of eye-movement behaviour; in terms of processing measures, the fixation duration of the topographic map decreased by 18.4% and the fixation distribution was more concentrated after training, and in terms of matching measures, participants have more switch times per second for both photographed scenes and topographic maps. Switch times between options decreased by 48.2%, which is a notable decrease. These empirical results are helpful for the design of geography courses that improve map-based spatial ability.

SPATIAL ABILITY AND CHILDHOOD TOYS: A PHENOMENOLOGICAL ENQUIRY FROM CHILDREN'S PERSPECTIVE

The present phenomenological study explores how school students see their childhood toys as facilitator or inhibitor of spatial ability in learning science in the school. Specifically, the aim was to elicit, describe, and analyze the background, perspectives and experiences of the students that contributed in developing their spatial ability. For this purpose, twenty-four students of Grade X who have compulsory science were selected. Upon identifying two groups of high spatial performers and low spatial performers, qualitative techniques were used to gather data. The tools and techniques included personal in-depth interviews, focus group discussion, observations, and think aloud task performances. Data was analyzed through the data explicitation processes suggested by Giorgi, providing textural and structural descriptions from every participant. Quality of engagement with childhood toys emerged as a major themes that marked out the differences between both the groups. This may help stakeholders such as educators, teachers, parents, students, and curriculum developers in understanding the lasting role of childhood toys on development of spatial abilities which influence the learning of school science. Article visualizations:

The art of the Wunderlich cube and the development of spatial abilities

Abstract This paper advocates for a future where the teaching of math and art are harmoniously intertwined as they were in the days of da Vinci. In this future, code provides the “brush” that enables the expression of artistic ideas and mathematical structures in digital and digitally-fabricated mediums. This educational idea is motivated by (1) literature supporting the position that visual thinking and spatial reasoning significantly impact STEAM disciplines, and (2) Piaget’s theory of cognitive development in which children, in the concrete operational stage, solve problems relating to physical objects (i.e., they learn-by-making). A project is then described involving the creation of a 3D artifact we call a Wunderlich cube — a mathematical artifact that embodies numerous spatial reasoning puzzles. An understanding of the properties of the Wunderlich cube is developed through manual construction using LEGO®, mathematical analysis, computational thinking, coding, and 3D printing.

Проблема установления причинно-следственных связей в киберпсихологии в контексте психологических особенностей игроков в компьютерные игры

Компьютерные игры становятся все более популярным видом досуга среди людей разного возраста и социального статуса. В свою очередь, психологические последствия увлечения компьютерными играми, как негативные (зависимость, агрессивность, импульсивность, снижение эмпатии), так и позитивные (развитие пространственных способностей, внимания, скорости переключения между задачами) являются предметом множества дискуссий не только в психологии и смежных науках, но и в обществе в целом. Однако, как при разработке теорий, так и при проведении эмпирических исследований не всегда является возможным установление явных причинно-следственных связей между игрой в компьютерные игры и изменениями в психике человека. В данной работе описываются основные направления психологических исследований компьютерных игр и игроков, и предпринимается попытка соотнести их с критическими статьями, уточняющими или предоставляющими альтернативные объяснения для описываемых закономерностей. Цель данного обзора заключается в формировании у читателя более объемного и объективного взгляда на проблему влияния компьютерной игровой деятельности на психику игроков, что представляется особенно актуальным в виду повсеместного распространения компьютеров и других игровых устройств.

Early life stress leads to developmental and sex selective effects on performance in a novel object placement task

Disruptions in early life care, including neglect, extreme poverty, and trauma, influence neural development and increase the risk for and severity of pathology. Significant sex disparities have been identified for affective pathology, with females having an increased risk of developing anxiety and depressive disorder. However, the effects of early life stress (ELS) on cognitive development have not been as well characterized, especially in reference to sex specific impacts of ELS on cognitive abilities over development. In mice, fragmented maternal care resulting from maternal bedding restriction, was used to induce ELS. The development of spatial abilities were tracked using a novel object placement (NOP) task at several different ages across early development (P21, P28, P38, P50, and P75). Male mice exposed to ELS showed significant impairments in the NOP task compared with control reared mice at all ages tested. In female mice, ELS led to impaired NOP performance immediately following weaning (P21) and during peri-adolescence (P38), but these effects did not persist into early adulthood. Prior work has implicated impaired hippocampus neurogenesis as a possible mediator of negative outcomes in ELS males. In the hippocampus of behaviorally naïve animals there was a significant decrease in expression of Ki-67 (proliferative marker) and doublecortin (DCX-immature cell marker) as mice aged, and a more rapid developmental decline in these markers in ELS reared mice. However, the effect of ELS dissipated by P28 and no main effect of sex were observed. Together these results indicate that ELS impacts the development of spatial abilities in both male and female mice and that these effects are more profound and lasting in males.

Understanding the Conics through Augmented Reality

This paper discusses the production of a digital environment to foster the learning of conics through augmented reality. The name conic refers to curves obtained by the intersection of a plane with a right circular conical surface. The environment gives students the opportunity to interact with the cone and the plane as virtual objects in real time and real place. They can perceive their own creation of the different curves: parabola, circle, ellipse and hyperbola. A dynamical animation to visualize the focus and directrix of the parabola is presented by introducing the Dandelin Spheres into the virtual environment. Besides the motivational element it offers, the purpose is to promote an active learning through the affordances of augmented reality technology. Anxiety towards mathematics could be tackled if students comprehend the mathematical knowledge. The integration of digital technology in the learning process helps this strengthening the development of spatial ability in students.

DEVELOPING NUMERICAL ABILITY IN CHILDREN WITH MATHEMATICAL DIFFICULTIES USING ORIGAMI (.).

Certain aspects of numerical processing show a connection with spatial abilities. Spatial abilities may be enhanced through the practice of origami. It is possible that the development of spatial abilities will support the development of numerical processing. The goal was to investigate whether spatial and numerical skills can be developed using origami and the folding of three-dimensional shapes. During the course of the 10-wk. training program, consisting of weekly 60-min. sessions, the performance of children with mathematical difficulties showed considerable improvement in spatial and numerical tasks as compared to the control group of children with mathematical difficulties.