Hidden Figures Test Research Articles

Spatial skill predicts success on sequence stratigraphic interpretation

AbstractSequence stratigraphic interpretation and three-dimensional spatial and spatiotemporal skills are considered important for the petroleum industry. However, little is known about the relationship between the two. This study begins to fill this gap by testing whether spatial skills predict success on a sequence stratigraphic interpretation task. Students in this study (N = 78) were enrolled in undergraduate or graduate stratigraphy-focused courses at three U.S. state universities. Students completed (1) a sequence stratigraphic interpretation task with a sequence stratigraphic diagram and Wheeler diagram and (2) two spatial skills tests. Findings of simple linear regressions show that both disembedding (extracting or finding a pattern among other features, which is typically assessed by the hidden-figures test) and mental folding and unfolding (as assessed by the surface development test) are predictive of student success on the full sequence stratigraphic interpretation task. A nested regression, entering mental folding as the initial variable and disembedding as the secondary variable, showed that mental folding and unfolding accounted for almost all of the variance accounted for by disembedding in the simple regression. This may reflect the need to employ disembedding for the test of mental folding. Because the test of disembedding and the test of mental folding and unfolding were correlated, the distinct role of disembedding in stratigraphy remains unclear. However, the results clearly show that mental folding and unfolding is related to student success in sequence stratigraphic interpretation. Future studies should characterize how students utilize these skills, try to determine the causal direction of this effect, and identify good practices for supporting students in the classroom.

Effects of Visual Impairment on Sensory Integration and New Opportunities for Inclusive Е-Learning Managing

ABSTRACT This study aims to investigate the connection between the degree of visual impairment and educational task performance and management in the e-learning environment with an emphasis on writing and visual recognition disorders. The study was conducted in 2019 in Beijing city, Anhui province, Jiangsu province, Guizhou province, Zhejiang province (China) among 125 students of online English courses. The age of participants corresponded to the sixth grade (9.0 ± 2.5 years). The e-learning course included three 10-lessons blocks, after which students underwent individual online training with the integrated application of the Gottschaldt’s, Poppelreuter-Ghent’s, and Raven’s tests. The level of visual impairment inversely depends on the tasks’ accomplishment – the more severe the vision loss, the worse the learning outcomes. Pearson’s correlation coefficients between the educational performance and mild visual impairment were 0.79 (Gottschaldt’s Hidden Figure test), 0.81 (Raven’s Progressive Matrices test), and 0.83 (Poppelreuter-Ghent’s Overlapping Figures test).

Figure Disembedding: The Gottschaldt’s Hidden Figure Test in Children with Typical Development and Autism

In two studies, we used the Gottschaldt’s Hidden Figure Test (GHFT) for assessing figure disembedding ability in children aged 7–11. Study 1 demonstrated in a large sample of typically developing children that GHFT accuracy and time scores differed across age groups, without sex and socioeconomic differences. Thus, we provided normative data only taking into account children’s age. In Study 2, GHFT normative values were used to assess children with autism, who were also compared with a closely age-matched group of typical controls. Children with autism achieved time scores at or above the 50th centile and significantly differed from the controls for time score. The GHFT seems a valuable tool for defining the cognitive profile of children with autism.

Comparison of Prospective Teachers’ Perceptions of Problem-Solving Skills in Terms of Various Variables

The study aimed to determine whether there is a difference between the perceptions of pre-service teachers’ problem-solving skills according to various factors. 297 pre-service teachers from Afyon Kocatepe University Faculty of Education in the province of Afyonkarahisar in Turkey participated in the study. The group hidden figures test was used to determine the cognitive styles of pre-service teachers. The problem-solving inventory was used to measure the perceptions of problem-solving skills. According to the findings, it was found that the perception of problem-solving skills of pre-service teachers was high. It was observed that the candidates also perceived themselves as having these approaches in all sub-dimensions. According to the research results, problem-solving perception does not affect the way of approaching the problem. Male and female candidates’ perceptions of problem-solving skills are not directly related to gender. Candidates’ perceptions vary according to the grade level.

Using Biometric Tools to Investigate How Students Cognitively Process the Structure of Prostaglandin H 2 Synthase

Protein representations such as those found in the Protein Data Bank repository are important for any practicing biochemist to be able to use, interpret, and manipulate; skills commonly referred to as visual literacy in biochemistry. As such, any student enrolled in a biochemistry course should be trained in these skills. However, little is known as to how students navigate these 3-dimensional representations and how to best teach these skills to biochemistry students, especially using virtual 3D modeling software. An additional barrier to learning these skills are that they are associated with the students’ spatial ability. The proposed study uses biometric tools such as eye tracking and electroencephalography (EEG) to investigate how biochemistry students cognitively process and use modeling software UCSF Chimera to explore the structure of Prostaglandin H2 Synthase. Nine biochemistry students were sampled at a metropolitan Midwestern campus in fall 2018 while completing the activity. During the activity, the students’ cognitive processing was captured using EEG while gaze patterns and areas of fixation were captured by Tobii Glasses 2. Additionally, each student completed a series of spatial ability assessments (Hidden Figures Test and Purdue Visualizations of Rotations Test) to capture their level of ability to think visually. This presentation will answer the following research questions: 1) Which combination of electrode channels suggests the most appropriate measurement of cognitive load? 2) How does the cognitive load measurement change when students analyze a quaternary structure versus a tertiary structure of the same protein? and 3) How can we optimize the cognitive load of a 3D virtual modeling activity? The answers to these questions will be used to improve the activity for replication in following years in hopes of decreasing the impact of extraneous factors on cognition and providing the mental space needed for learning the skills associated with visual literacy in biochemistry.

Spatial abilities training in the field of technical skills in health care: A systematic review

ObjectiveTo conduct a systematic review of the effect of interventions on spatial abilities in the field of technical skills in health care. MethodsA literature search was conducted up to November 14, 2017 in Scopus and in several databases on EBSCOhost platform. Citations were obtained, articles related to retained citations were reviewed and a final list of included studies was identified. Methods in the field of technical skills relating an intervention to spatial abilities test scores between intervention groups or obtained before and after the intervention were identified as eligible. The quality of included studies was assessed and data were extracted in a systematic way. ResultsA series of 5513 citations was obtained. Ninety-nine articles were retained and fully reviewed, yielding four included studies. No difference in the Hidden Figure Test score after one year was observed after residency training in General Surgery of at least nine months. A first-year dental curriculum was not found to elevate the Novel Object Cross-Sections Test score (P = 0.07). A two-semester learning period of abdominal sonography was found to increase the Revised Minnesota Paper Form Board Test score (P < 0.05). A hands-on radiology course using interactive three-dimensional image post-processing software consisting of seven two-hour long seminars on a weekly basis was found to amplify the Cube Perspective Test score (P < 0.001). ConclusionSpatial abilities tests scores were enhanced by courses in abdominal sonography and hands-on radiology, but were not improved by residency training in General Surgery and first-year dental curriculum.

Assessing Field Dependence-Independence Cognitive Abilities Through EEG-Based Bistable Perception Processing.

Field Dependence–Independence (FDI) is a widely studied dimension of cognitive styles designed to measure an individual’s ability to identify embedded parts of an organized visual field as entities separate from that given field. The research aims to determine whether the brain activity features that are considered to be perceptual switching indicators could serve as robust features, differentiating Field-Dependent (FD) from Field-Independent (FI) participants. Previous research suggests that various features derived from event related potentials (ERP) and frequency features are associated with the perceptual reversal occurring during the observation of a bistable image. In this study, we combined these features in the context of a different experimental scheme using ambiguous and unambiguous stimuli during participants’ perceptual observations. We assessed the participants’ FD-I classification with the use of the Hidden Figures Test (HFT). Results show that the peak amplitude of the frontoparietal positivity, the late positive deflection in frontal and parietal areas, is higher for the FD group at specific locations of the left lobe, whereas it occurs later for the FD group at the central and occipital electrodes. Additionally, the FD group exhibits higher levels of gamma power before stimulus onset at channel TP10 and higher gamma power during reversal at the right centroparietal electrodes (T8, CP6, and TP10). The peak amplitude of the reversal positivity, the positive deflection during the reversal, is higher for the FD group at the rear right lobe (P4).

Effect of Interventions on Spatial Abilities in the Field of Technical Skills in Health Care: A Systematic Review

ObjectiveSpatial abilities have been correlated to anatomy knowledge assessment using practical examinations, 3D‐synthesis from 2D‐views, drawing of views, and cross‐sections in a previous systematic review. Spatial abilities have also been correlated in a systematic review to technical skills performance in health care in novices and intermediate learners. Evidence has been found for improvement of spatial abilities in the field of anatomy education using instruction in anatomy and mental rotations training in a systematic review. The objective of this study was to conduct a systematic review of the effect of interventions on spatial abilities in the field of technical skills in health care.MethodsA literature search was conducted up to November 14, 2017 in Scopus and in several databases on EBSCOhost platform (Medline with Full Text, Cinahl Plus with Full Text, ERIC, Education Source and PsycInfo). Citations were obtained, articles related to retained citations were reviewed and a final list of included studies was identified. Methods in the field of technical skills relating an intervention to spatial abilities test scores between intervention groups or obtained before and after the intervention were identified as eligible. The quality of included studies was assessed and data were extracted in a systematic way.ResultsA series of 5513 citations was obtained. Ninety‐nine articles were retained and fully reviewed, yielding four included studies. A two‐semester learning period of abdominal sonography was found to increase the Revised Minnesota Paper Form Board Test score (p &lt; 0.05). No difference in the Hidden Figure Test score after one year was observed after residency training in General Surgery of at least nine months. A first‐year dental curriculum was not found to elevate the Novel Object Cross‐Sections Test score (p = 0.07). A hands‐on radiology course using interactive three‐dimensional image post‐processing software consisting of seven two‐hour long seminars on a weekly basis was found to amplify the Cube Perspective Test score (p &lt; 0.001). A meta‐analysis was not possible because of inconsistent reporting of statistical results for spatial abilities test score.ConclusionSpatial abilities tests scores were enhanced by courses in sonography and hands‐on radiology, but were not improved by residency training in General Surgery and first‐year dental curriculum. Enhancements of spatial abilities in the field of technical skills in health care found in this study were similar to those observed in the field of anatomy education using instruction in anatomy. Specific courses will need to be compared in the future to general curriculum for the malleability of spatial abilities. Instruction in anatomy and courses of technical skills will also need to be compared as related to spatial abilities.Support or Funding InformationFunding source: noneThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Can cognitive structure outcomes reveal cognitive styles? A study on the relationship between cognitive styles and cognitive structure outcomes on the subject of chemical kinetics

Determination of the relationship between individuals’ cognitive styles and cognitive structure outcomes was the main aim of this study. Sixty-six participants were enrolled in the study and their cognitive styles were determined by using the Hidden Figure Test (for their field dependent/independent dimension of cognitive style) and the Convergent/Divergent Test (for their convergence/divergence dimension of cognitive style). An open-ended questionnaire was formed in order to determine participants’ cognitive structure outcomes. The study topic was chosen as chemical kinetics since it is one of the most difficult topics in chemistry according to many students and also there is limited study in the literature on this topic. Key concepts about chemical kinetics were selected and given to the participants and they were asked to write a text by using the given concepts. A flow map technique was used to reveal participants’ cognitive structure outcomes. According to the findings of this study, it can be said that field independent participants tended to be divergent thinkers while field dependents tended to be convergent thinkers. Also, strong positive relationships between participants’ field dependency/independency and some cognitive structure outcomes (extent and richness) were found. That is, field independents tended to have more extended and richer cognitive structure outcomes. However, the convergence/divergence dimension of cognitive style did not show any correlation with cognitive structure outcomes.

The Quadrato Motor Training model: implications to the treatment of Alzheimer and Parkinson's disease.

The Quadrato Motor Training model: implications to the treatment of Alzheimer and Parkinson's disease.

A suspended act: increased reflectivity and gender-dependent electrophysiological change following Quadrato Motor Training.

Quadrato Motor Training (QMT) is a specifically-structured walking meditation, aimed at improving reflectivity and lowering habitual thought and movement. Here we set out to examine the possible effect of QMT on reflectivity, employing the Hidden Figures Test (HFT), which assesses both spatial performance (measured by correct answers) as well as reflectivity (interpolated from correct answers and reaction time). In the first study (n = 24, only females), we showed that QMT significantly improves HFT performance, compared to two groups, controlling for cognitive or motor aspects of the QMT: Verbal Training (identical cognitive training with verbal response) and Simple Motor Training (similar motor training with reduced choice requirements). These results show that QMT improves HFT performance above the pre-post expected learning. In the second study, building on previous literature showing gender-dependent effects on cognitive performance, we conducted a preliminary pilot examining gender-dependent effect of training on reflectivity and its electrophysiological counterparts. EEG analyses focused on theta, alpha and gamma coherence. HFT performance and resting-state EEG were measured in 37 participants (20 males), using a within-subject pre-post design. Following training, HFT performance improved in both genders. However, we found a gender-dependent difference in functional connectivity: while theta and alpha intra-hemispheric coherence was enhanced in females, the opposite pattern was found in males. These results are discussed in relation to neuronal efficiency theory. Together, the results demonstrate that QMT improves spatial performance, and may involve a gender-dependent electrophysiological effect. This study emphasizes both the importance of studying gender-related training effects within the contemplative neuroscience endeavor, as well as the need to widen its scope toward including “contemplation in action.”

Do the eyes have it? Using eye tracking to assess students cognitive dimensions

Field dependence/independence (FD/FI) is a significant dimension of cognitive styles. The paper presents results of a study that seeks to identify individuals’ level of field independence during visual stimulus tasks processing. Specifically, it examined the relationship between the Hidden Figure Test (HFT) scores and the eye tracking metrics. Moreover, it explored whether differences exist among the cognitive groups, in terms of the time taken to complete the given tasks. A sample of 16 PhD students recruited from a Public University in Cyprus was classified into Field-Dependent, Field-Independent and Field-Neutral learners. Data were collected and analysed through the use of eye tracking and SPSS statistics. Results revealed a statistical significant correlation between the scores retrieved from the HFT and the Eye tracker. Additionally, the FD and the FI groups differ with respect to the tasks time completion. The findings revealed the potential of eye tracking to be used as a tool in assessing users’ cognitive traits. Finally, the vision of further agenda and some practical implications for instructional designers and educators are addressed.

Using educational data mining methods to assess field-dependent and field-independent learners’ complex problem solving

The present study investigated the problem-solving performance of 101 university students and their interactions with a computer modeling tool in order to solve a complex problem. Based on their performance on the hidden figures test, students were assigned to three groups of field-dependent (FD), field-mixed (FM), and field-independent (FI) learners, and were instructed to use integrated-format materials and Model-It® in order to solve a problem about immigration policy. The results showed that there were significant differences among the three groups of learners in terms of their problem-solving performance. Consequently, the study employed educational data mining (EDM) methods in order to examine how FD and FI learners actually interacted with Model-It® in order to solve the problem. The EDM methods provided rich analytical information and details about learners’ interactions with the computer tool. Implications for designing effective joint cognitive systems are discussed.

Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool

The study investigated the extent to which two types of instructional materials and learner field dependence–independence affected learners’ cognitive load, time spent on task, and problem-solving performance in a complex system with a computer-modeling tool. One hundred and one primary student teachers were initially categorized into field dependent, field mixed, and field-independent learners based on their performance on the Hidden Figures Test, and were then randomly assigned to two experimental conditions. One group received a static diagram and a textual description in a split format, and the second group received the same static diagram and textual description in an integrated format. MANOVA revealed that the split-format materials contributed to higher cognitive load, higher time spent on task, and lower problem-solving performance than the integrated-format materials. There was also an interaction effect, only in terms of students’ problem-solving performance, between field dependence–independence and instructional materials, indicating that the facilitating effect of the integrated-format materials was restricted to the field-independent learners. Conclusions are drawn in terms of how the well-documented split-attention effect manifests itself irrespective of students’ field dependence-independence. Implications of the effects of reduced extraneous cognitive load on students’ problem-solving performance are also discussed.

Field dependence–independence as visuospatial and executive functioning in working memory: implications for instructional systems design and research

Field dependence–independence (FDI) has long been conceptualized and discussed as a cognitive style relevant to numerous educational approaches and outcomes. However, the FDI construct is most often measured as a cognitive ability, as opposed to a style, using instruments such as the Group-Embedded Figures test (GEFT) or the Hidden Figures Test (HFT). Specifically, FDI is typically measured as visuospatial ability and executive functioning in working memory. While measurement and use of FDI within psychological and educational research has often resulted in misleading or inconsistent discussion about cognitive styles, this review examines how the long history of FDI research continues to be relevant to contemporary instructional contexts. A broader recognition of FDI as ability is suggested in order to (a) better distinguish ability measurements from those of styles, (b) encourage a reinterpretation and awareness of theoretical connections among past studies that use instruments such as GEFT or HFT, and (c) highlight suggestions for future research and application, particularly with contemporary interactive multimedia learning tools.

Visuo-spatial processing and dimensions of schizotypy: figure-ground segregation as a function of psychotic-like features

Abstract The aim of the reported study was to determine whether the ability to segregate a simple figure embedded in a complex visual ground, was associated with psychotic-like features in a sample of undergraduate students. The participants (N=100) were tested on the Hidden Figures Test, as well as the Raven’s Progressive Matrices, and completed a multi-dimensional schizotypy inventory (O–LIFE). The IQ scores were positively related to the number of correct responses on the Hidden Figures Test, but were unrelated to any of the schizotypy measures. Impaired Performance on the Hidden Figures Test was associated with negative schizotypy (‘Introvertive Anhedonia’), and enhanced performance was associated with the ‘Impulsive Non-Conformity’ scale. Performance on the Hidden Figures Test was independent of the positive (‘Unusual Experiences’), and the disorganized (‘Cognitive Disorganization’), schizotypy. The results are discussed in terms of a putative involvement of the frontal lobes in the negative symptomatology of schizophrenia, and in top-down (goal-driven) perceptual processing, as well as the possible compensatory functional aspect of impulsivity in terms of allocating attention.

Driving and visuospatial performance in people with hemianopia

Practical fitness to drive was studied in 28 patients with homonymous hemianopia (HH). More specifically, visual performance during driving and neuropsychological visuospatial test performance were compared and related. Visuospatial tests were a priori classified in four visuospatial sets, and were evaluated on three measures, namely lateralisation, speed, and accuracy. Driving safety and fluency was assessed by means of a practical test-ride and scored using a structured protocol. It was concluded that HH cannot be considered a definite contraindication for holding a drivers' licence since not all patients failed the testride. The most frequent remark made by the driving expert was a lack of stability in steering. It was found that visual performance during driving was significantly related to visuospatial test performance, operationally defined as a function of typical visual HH disability. A specific combination of the lateralisation, speed and accuracy measures of the visuospatial sets explained 77% of the variance in visual performance during driving. For deciding which type of mobility rehabilitation goal is feasible in HH, our results suggested administering the Grey Scales task, the Trailmaking test, the Bells test and a Hidden Figures test.

Field dependence–independence from a working memory perspective: A dual-task investigation of the Hidden Figures Test

Field dependence-independence (FDI) is a construct intensively investigated within cognitive style research, but its cognitive underpinnings are not clearly specified. We propose that performance on FDI tasks primarily reflects the operations of the visuospatial and executive components of working memory. We tested this hypothesis in a dual-task experiment with a commonly used measure of FDI, the Hidden Figures Test. The results showed that performance on this test was impaired by concurrent performance of secondary tasks that primarily tap the visuospatial component (spatial tapping) and the executive component (2-back and random number generation), but was almost unaffected by other secondary tasks (simple tapping and articulatory suppression). Moreover, an analysis of secondary task performance ruled out the possibility of strategic trade-offs and revealed an intriguing dissociation for two different sets of “randomness” indices for the random number generation task. These results support the hypothesised mapping between FDI and working memory components and suggest that the dual-task paradigm can provide a useful way to bring underspecified constructs like FDI into closer alignment with theoretical ideas developed within cognitive psychology.

Absolute pitch, early musical instruction, and spatial abilities.

The results of the study show that AP possessors performed better in the Hidden Figure Test than did NMs and musicians with RP and that age at which music instruction is initiated affects performance in specific spatial tasks. Individuals who begin extensive musical instruction at a very early age may have an advantage when completing selected spatial tests over those with no formal musical training. However, characteristics other than starting age of musical instruction are associated with AP and seem to affect musicians' performance in the Hidden Figure Test. The differences found between the performance of AP possessors and RP possessors in this nonmusical task suggest further research.

Differential Effects of a Multimedia Goal-Based Scenario to Teach Introductory Biochemistry—Who Benefits Most?

This study investigated the relationship of cognitive and demographic variables to learning outcomes from a multimedia Goal-Based Scenario (GBS) lesson on DNA. The demographic variables under investigation were gender, ethnicity, prior science coursework in college and high school, final score in current chemistry course, and prior experience with computers. The cognitive variables under study were logical thinking ability, spatial ability, and disembedding ability. The subjects for this study were a total of 488 college students enrolled in introductory chemistry classes for nonmajors at one of four participating institutions in the United States and Canada. All subjects completed content pre- and posttests, a demographic questionnaire, and three cognitive tests: Test of Logical Thinking, Hidden Figures Test, and Purdue Visualization of Rotations Test. Students completed Whodunnit?, a multimedia GBS developed to teach basic biochemistry concepts pertaining to DNA. Logical thinking ability was the only cognitive variable to show a relationship with learning outcomes. There was no relationship between gender or ethnicity and academic outcomes. The number of science courses completed in high school was a significant predictor of academic outcomes. A relationship was observed between course rank and learning outcomes, as students with final course grades in the upper quartile of the sample scored significantly higher on the posttest than those in all other quartiles.