Revised Minnesota Paper Form Board Research Articles

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.

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.

Cognitive process modeling of spatial ability: The assembling objects task

Spatial ability tasks appear on many intelligence and aptitude tests. Although the construct validity of spatial ability tests has often been studied through traditional correlational methods, such as factor analysis, less is known about the cognitive processes involved in solving test items. This study examines the cognitive processes involved in the assembling objects task found on the Revised Minnesota Paper Form Board Test (RMPFBT), a spatial task in which a test taker must mentally assemble two-dimensional objects. A two-part study was conducted to examine the construct validity of these items and to explain how test takers solve assembling objects tasks. The first part of the study used quantitative methods to examine the contribution of item characteristics to the difficulty of the item and the response time necessary to solve the item. The second part of the study utilized an eye-tracking device to qualitatively examine the steps examinees follow to solve these items. As a result of the second part of this study, a new cognitive processing model is proposed.

Using a Computerised Graphics Package to Achieve a Technology-Oriented Classroom

The present situation in Nigeria involves students of fine arts, a practical-oriented subject, being exposed to poor methods of teaching with consequent poor performances. This study examined the extent to which the use of a computerised graphics package could make the classroom technology-oriented and affect the performance of learners. This is predicated on the theoretical frameworks of constructivism and Gagne's learning theory. The research design is the pretest-posttest control group design. The research instruments are the Graphic Design Achievement Test designed from the Revised Minnesota Paper Form Board Test and CorelDraw 10. They were administered to 60 junior secondary school students selected using stratified random sampling. The results show a significant difference in the performance of students exposed to the computerised graphics package as those exposed to the computerised graphics package performed significantly better in graphics than those exposed to the conventional teaching methods.

Paired-Associate Learning and Recall of High and Low Imagery Words: Moderating Effects of Hypnosis, Hypnotic Susceptibility Level, and Visualization Abilities

Relationships between recall of low and high imagery paired-associate (P-A) words and hypnotic susceptibility, and the influence of hypnosis on recall as moderated by hypnotic level were examined. Subjects were assessed on 2 hypnotic susceptibility scales [Harvard Group Scale of Hypnotic Susceptibility; Stanford Hypnotic Susceptibility Scale, Form C (SHSS:C)]. Forty-one low (0-4 SHSS:C) and 41 highly (9-12 SHSS:C) hypnotizable college students were assigned to 1 of 4 experimental groups: waking-hypnosis, hypnosis-waking, waking-waking, or hypnosis-hypnosis. Recall was significantly better for high than low imagery words. In the more sensitive within-subjects design, high hypnotizables recalled more P-A words during hypnosis than waking, and lows did not differ. In the between-subjects design, hypnotic level was not a moderator of performance during hypnosis. Low hypnotizables recalled more words in the within-subjects design. Visualization ability was a poor moderator of imagery-mediated learning. High imagery recall correlated significantly with Marks's (1973) Vividness of Visual Imagery Questionnaire (.25) and Paivio and Harshman's (1983) Individual Differences Questionnaire (IDQ) Verbal scale (.29), but not with the IDQ Imagery scale, the Mental Rotations Test (Vandenberg & Kuse, 1973), or the revised Minnesota Paper Form Board Test (Likert & Quasha, 1941).

Ruimtelijke Vaardigheden van Twee Groepen Kinderen in Het Lager Technisch Onderwijs

[Information Processing Aspects of Spatial Skills in Children in a Technical Training Course] A visualization ability test (the Revised Minnesota Paper Form Board Test) was administered to 139 Dutch 13-year-old technical school children. In order to see which component processes differentiated between a group of high standard test performers and a group of low standard test performers, these students were presented with an experimental task (Mumaw, 1981) based on an information processing model. The results were in general very similar to the results of adult university students who were tested by Mumaw (1981). Speed differentiation between the present groups was only found for obviously negative (‘no response) items and speed variables correlated much lower with standard test performance than error percentages. Errors in positive ('yes’ response) and negative items were only weakly correlated. This suggests as is indicated by Mumaw at least two separate sources of processing inefficiency. In positive items Ss who had a low standard test score, performed significantly lower on the items that required maximum search and rotation processes. In negative items (which had the strongest relationship with standard test performance) large differences between the two groups were found on the category in which only one element was a mismatch (Neg-1 items). One of the subtypes of Neg-1 items clearly induces a loo global code and low performers apparently failed to notice this For other item subtypes, however, it is less clear which aspects are responsible for incorrect processing of negative information.

Correlation between visual-spatial ability and speechreading

Evidence seems to exist that the ability to speechread correlates with visual-spatial perceptual processing abilities. Using the Utley Speech Reading Test and the Revised Minnesota Paper Form Board Test results showed a significant correlation between the RMPFB Test and the ability to speechread words. Since the use of a static visual image correlated with the ability to speechread words, the ability to read connected speech may correlate to a kinetic visual-perceptual stimulus. Individual differences in visual-perceptual processing abilities may be a significant factor in explaining the ease or difficulty experienced by the hearing impaired to learn speechreading.

Predicting spatial ability from hemispheric ‘non-verbal’ lateralisation: Sex, handedness and task differences implicate encoding strategy effects

Left- and right-handed males and females were given a divided visual field delayed form recognition task and three tests of visuospatial ability of varying degrees of complexity [(a) AH4 diagrammatic section, using 2-D items testing non-verbal reasoning; (b) Revised Minnesota Paper Form Board, using 2-D items testing simple spatial ability; (c) Differential Aptitude Test Space Relations, using 3-D items testing spatial manipulation]. Females of both handedness groups were left hemisphere dominant for the recognition task; males displayed no hemisphere difference. Only the most complex visuospatial test discriminated between groups, both left- right-handed males were superior to their female counterparts. There were no handedness effects for either laterality or spatial ability. Since it was also possible in some cases to predict spatial ability from laterality within sex/handedness groups, the findings were discussed in terms of the contribution of both structural and encoding factors to individual and group differences in laterality and cognitive abilities.

Relationships among different stages of Piagetian tasks and spatial relations in adolescents.

High school students aged 15 through 19 years (N = 116) were administered three Piagetian type tasks (conservation of weight, paper and pencil tests of concrete-operational reasoning and formal-operational reasoning) and a measure of spatial relations (the Revised Minnesota Paper Form Board Test). While a path analysis showed there were logically expected relationships among the tasks, neither sex differences nor age differences were found on any of the measures.

Spatial Aptitude and Permutational Ability.

The relationship between spatial aptitude and the ability to permute letters and numbers was investigated by presenting the Revised Minnesota Paper Form Board (MPFB), a letter rearrangement test (LRT), and a number rearrangement test (NRT) to two separate samples of college students (N = 94 and N = 53). For every comparison (MPFB vs. LRT and MPFB vs. NRT) and for males and females alike, significant positive correlations were obtained. In addition, a high positive correlation between the two permutational tasks (LRT vs. NRT) was observed. The results confirmed the hypothesis that spatial aptitude is associated with permutational skill and suggested that the former may also be associated with some of Guilford's divergent production factors.

Age and Grade Norms for High School Students on the Revised Minnesota Paper Form Board Test

Age and Grade Norms for High School Students on the Revised Minnesota Paper Form Board Test

A Comparison of New England Norms with National Norms on the Revised Minnesota Paper Form Board Test—Series AA

A Comparison of New England Norms with National Norms on the Revised Minnesota Paper Form Board Test—Series AA

Speed, Power, and Level in the Revised Minnesota Paper form Board Test

(1944). Speed, Power, and Level in the Revised Minnesota Paper form Board Test. The Pedagogical Seminary and Journal of Genetic Psychology: Vol. 64, No. 1, pp. 93-97.

The Scores on the Revised Minnesota Paper form-Board Test at Different Grade Levels of a Technical-Industrial High School

(1944). The Scores on the Revised Minnesota Paper form-Board Test at Different Grade Levels of a Technical-Industrial High School. The Pedagogical Seminary and Journal of Genetic Psychology: Vol. 64, No. 1, pp. 159-162.

Preliminary study of an industrial revision of the revised Minnesota Paper Form Board Test.

Preliminary study of an industrial revision of the revised Minnesota Paper Form Board Test.

Non-verbal intelligence tests.

This type of test is becoming increasingly important in the diagnosis of reading deficiencies. The Porteus maze test is reported to be second in frequency of use in clinics. A new manual for the short scale of the Pintner-Paterson performance tests is now available. An analysis of tests given in a London child guidance clinic showed that the mare and foal form board satisfactorily supplements the Binet. Tests recommended for the elementary school are the Arthur performance scale, Greene's Michigan non-verbal test, Cornell-Cox performance and Pintner non-language test. For adults and older students there are available the Leiter international performance scale and the Likert-Quasha revised Minnesota paper form board test, series AA and BB. The revised Beta examination is especially suitable for adults, although it can be successfully used with children down to the third grade.

The revised Minnesota paper form board test.

The revised Minnesota paper form board test.