Object-Spatial Imagery And Verbal Questionnaire Research Articles

Validation of the French version of the Object Spatial Imagery and Verbal Questionnaire

IntroductionThe Object Spatial Imagery and Verbal Questionnaire (OSIVQ) measures individual differences in Visual-Verbal cognitive style and distinguishes between spatial and object visual imagery. ObjectiveThe aim of this study was to evaluate the psychometric properties of a French version of the OSIVQ. MethodSeven hundred fifty-two participants completed the French OSIVQ and 144 of them also completed a paper-and-pencil assessment to evaluate spatial imagery, object imagery and verbal abilities. ResultsPrincipal component analyses of the OSIVQ showed good internal construct validity. Results also revealed pronounced individual differences and a significant gender effect. Confirmatory factorial analyses gave support to a three-dimensional model of cognitive style. Furthermore, correlations were observed across the different dimensions of the questionnaire and specific paper-and-pencil tasks. ConclusionOur results highlight the good psychometric properties of the French version of the OSIVQ.

GENDER DIFFERENCES IN VISUAL IMAGERY: OBJECT AND SPATIAL IMAGERY

Research findings on gender differences in visual imagery are mixed. One reason suggested to account for the inconsistent results has been the treatment of imagery as a unified construct despite the recent arguments of its multifaceted quality. In order to explore how visual imagery is related to gender, the present study differentiates between two different visual imagery construct; object and spatial imagery. In addition, it explores two other factors in characterizing gender differences: the type of the visual imagery measure (i.e., performance type vs. self-report measures) and academic training. One hundred and twenty undergraduates completed the Vividness of Visual Imagery (VVIQ), Mental Rotation Test (MRT) and Object-Spatial Imagery and Verbal Questionnaire (OSIVQ). Gender differences were observed in: (1) favoring females in the vividness measure as well as the object imagery questionnaire; (2) favoring males in the mental rotation performance and spatial imagery questionnaire. Academic training did not contribute as a factor. These results suggest that object and spatial imagery are differentially related to gender, and the type of the visual imagery measure does not seem to contribute to the story.

Object-spatial imagery in fine arts, psychology, and engineering

How do students of Fine Arts, Psychology and Engineering visualize objects mentally? To address this basic but important educational question, the students’ ability to process figure-ground and spatial imagery was compared using the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ), the Mental Rotation Test (MRT), and the Measure of the Ability to Form Spatial Mental Imagery (MASMI). There were 99 Fine Arts, 92 Psychology, and 90 Engineering second-year university undergraduates. The results revealed that students preferred image to verbal processing, but differences were observed in their preferred style of image processing. Fine Arts and Psychology students were the most inclined to use object image processing while Engineering students preferred spatial processing. Verbal processing was only prominent in Psychology students. In all three academic disciplines, the students’ performance in the spatial ability tests is consistent with the features specific of the cognitive style. Overall, men were better at mentally rotating objects than women. We believe that there is a need to design artistic spatial imagery measurement tests to access the students’ skills in mental image processing, including image rotation, to identify weaknesses and to develop efficient training strategies in order to correct or attenuate them.

Mental Imagery in Translation Processes

The use of mental imagery has been claimed in Translation and Interpreting Studies to help students to understand source texts as well as to avoid interferences. The role played by mental images in translation and interpreting has, however, been scarcely investigated. This study explores the use of mental images by translation students, drawing on embodied approaches to language comprehension – in particular, on the Language and Situated Simulation (LASS) theory. Five translation students translated three texts with different contents (respectively focusing on objects, on spatial relations and on abstract concepts). Four kinds of data were collected: (1) a self-report questionnaire about individual preferences in the use of mental imagery; (2) key-logged translation processes; (3) finished translations, and (4) self-reports about mental imaging during the translation processes. The results suggest that there are individual differences in the use of mental images in translation and that the participants’ individual imaging profiles, as assessed by the self-report Object-Spatial Imagery and Verbal Questionnaire (OSIVQ), may help to explain these differences.

More Evidence for Three Types of Cognitive Style: Validating the Object‐Spatial Imagery and Verbal Questionnaire Using Eye Tracking when Learning with Texts and Pictures

SummaryThere is some indication that people differ regarding their visual and verbal cognitive style. The Object‐Spatial Imagery and Verbal Questionnaire (OSIVQ) assumes a three‐dimensional cognitive style model, which distinguishes between object imagery, spatial imagery and verbal dimensions. Using eye tracking as a means to observe actual gaze behaviours when learning with text–picture combinations, the current study aims to validate this three‐dimensional assumption by linking the OSIVQ to learning behaviour. The results largely confirm the model in that they show the expected correlations between results on the OSIVQ, visuo‐spatial ability and learning behaviour. Distinct differences between object visualizers, spatial visualizers and verbalizers could be demonstrated.© 2016 The Authors Applied Cognitive Psychology Published by John Wiley & Sons Ltd.

Estilo de procesamiento de información utilizado por el alumnado de bachillerato || Information processing style used by Compulsory Secondary Education students

Las imágenes mentales son las representaciones mentales de personas, objetos y situaciones que no se encuentran presentes y que se forman al usar la imaginación. Multitud de investigaciones han abordado esta capacidad psicológica, su tipología y su implicación en el ámbito académico. En esta línea, el objetivo del presente estudio consistió en averiguar qué estilo de procesamiento de la información (verbal, objetual, espacial, y rotación de imágenes) utilizan habitualmente los estudiantes de diferentes especialidades de bachillerato. Para ello, se administraron dos pruebas: el Mental Rotation Test (MRT) y el Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) a una muestra de 126 alumnos de bachillerato. Se utilizó el MRT para averiguar si existían diferencias significativas en la capacidad para rotar imágenes mentalmente según el género y según la especialidad de bachillerato. Se encontró diferencia significativa según la especialidad, mostrando los alumnos de ciencias mayor habilidad para rotar imágenes mentalmente que los de humanidades. Se encontraron diferencias significativas tanto por género como por especialidad en el OSIVQ. Los hombres mostraron un estilo de procesamiento espacial y verbal mejor que el de las mujeres, y los estudiantes de humanidades destacaron en el procesamiento objetual (respecto a los de ciencias), y en el procesamiento verbal (respecto a los de ciencias y artes).

Is object imagery central to artistic performance?

The aim of this study was to examine the type of cognitive style of Fine Art students, and assess the weight of cognitive style in artistic production. A three-dimensional model of cognitive style that distinguishes between object imagery, spatial imagery, and verbal processing was used. The sample consisted of 125 Fine Art students (65 women and 60 men). Participants were administered the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ), and two imagery tests. Moreover, undergraduates completed a plastic art assignment that was assessed by an artist and lecturer in drawing, and by a professor in the Psychology of Art. Fine Art undergraduates exhibited object rather than verbal or spatial types of processing. The weight of object imagery type was found to be significant on technical skill and visual impact, which were precisely the variables most related with visual processing in the plastic art assignment. Thus innovative lines of research are proposed.

Loss of form vision impairs spatial imagery

Previous studies have reported inconsistent results when comparing spatial imagery performance in the blind and the sighted, with some, but not all, studies demonstrating deficits in the blind. Here, we investigated the effect of visual status and individual preferences (“cognitive style”) on performance of a spatial imagery task. Participants with blindness resulting in the loss of form vision at or after age 6, and age- and gender-matched sighted participants, performed a spatial imagery task requiring memorization of a 4 × 4 lettered matrix and subsequent mental construction of shapes within the matrix from four-letter auditory cues. They also completed the Santa Barbara Sense of Direction Scale (SBSoDS) and a self-evaluation of cognitive style. The sighted participants also completed the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ). Visual status affected performance on the spatial imagery task: the blind performed significantly worse than the sighted, independently of the age at which form vision was completely lost. Visual status did not affect the distribution of preferences based on self-reported cognitive style. Across all participants, self-reported verbalizer scores were significantly negatively correlated with accuracy on the spatial imagery task. There was a positive correlation between the SBSoDS score and accuracy on the spatial imagery task, across all participants, indicating that a better sense of direction is related to a more proficient spatial representation and that the imagery task indexes ecologically relevant spatial abilities. Moreover, the older the participants were, the worse their performance was, indicating a detrimental effect of age on spatial imagery performance. Thus, spatial skills represent an important target for rehabilitative approaches to visual impairment, and individual differences, which can modulate performance, should be taken into account in such approaches.

Gender differences in imagery

The influence of gender on several measures of mental imagery was assessed using performance tests and imagery questionnaires. A group of 202 female and male university undergraduates were administered three performance tests, and three imagery questionnaires. The performance tests were the Measure of the Ability to Form Spatial Mental Imagery (MASMI), the Spatial Scale of the Primary Mental Abilities (PMA), the Mental Rotation Test (MRT), and the Measure of the Ability to Rotate Mental Images (MARMI). The questionnaires were: The Object-Spatial Imagery and Verbal Questionnaire (OSIVQ), the Vividness of Visual Imagery Questionnaire-2 (VVIQ-2), and the Betts’ Questionnaire Upon Mental Imagery (Betts’ QMI). Men obtained higher scores than women on the performance tests. No significant gender differences were observed on the imagery questionnaires. Women obtained higher scores than men on the Object scale of the Object-Spatial Imagery and Verbal Questionnaire. The results are discussed and new lines of research are proposed.

Internal Consistency and Construct Validity of Two Versions of the Revised Vividness of Visual Imagery Questionnaire

The Vividness of Visual Imagery Questionnaire (VVIQ; Marks, 1973) is the questionnaire most extensively used to measure imagery vividness, but two newer versions have been developed. In this study, the reliability and construct validity of these two measures were assessed: the Vividness of Visual Imagery Questionnaire-2 (VVIQ-2) and the Vividness of Visual Imagery Questionnaire-Revised Version (VVIQ-RV). A total of 206 undergraduate psychology students completed both questionnaires, and to assess construct validity, they also completed the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ), Betts' Questionnaire Upon Mental Imagery (Betts' QMI), and the Measure of Ability to Form Spatial Mental Imagery (MASMI). Internal consistency reliability for both was high, with the VVIQ-RV having a Cronbach's alpha of .96, and the VVIQ-2 an alpha of .91. The construct validity of the VVIQ-RV and the VVIQ-2 was supported by the high correlations they had with the other three measures of imagery, which were all close to .50, and the very small correlations (.06-.07) they had with the Verbal scale of the OSIVQ, indicating that they validly measured the imagery construct. Thus, the findings support the two versions as equally valid psychometric instruments for measuring image vividness.

Factor Structure of the Spanish Version of the Object-Spatial Imagery and Verbal Questionnaire

The reliability and factor structure of the Spanish version of the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) were assessed in a sample of 213 Spanish university graduates. The questionnaire measures three types of processing preferences (verbal, object imagery, and spatial imagery). Principal components analysis with varimax rotation identified three factors, corresponding to the three scales proposed in the original version, explaining 33.1% of the overall variance. Cronbach's alphas were .72, .77, and .81 for the verbal, object imagery, and spatial imagery scales, respectively.

The new object‐spatial‐verbal cognitive style model: Theory and measurement

AbstractThe current study challenges traditional approaches to Visual‐Verbal cognitive style as a unitary bipolar dimension, and instead suggests a new three‐dimensional cognitive style model developed on the basis of modern cognitive science theories that distinguish between object imagery, spatial imagery and verbal dimensions. The results of the confirmatory factor analysis demonstrated that the overall fit to the data of the new three‐dimensional model of cognitive style was significantly better than that of a traditional model. Furthermore, based on the new theoretical model, we designed and validated a new self‐report instrument assessing the individual differences in object imagery, spatial imagery and verbal cognitive styles, the Object‐Spatial Imagery and Verbal Questionnaire (OSIVQ). Across a series of studies, the OSIVQ demonstrated acceptable internal reliability as well as construct, criterion and ecological validity. The current study supports the validity of an object‐spatial‐verbal cognitive style dimension and related measures when developed on the basis of modern cognitive science theories. Copyright © 2008 John Wiley & Sons, Ltd.