Measures Of Spatial Ability Research Articles

A Tale of Two Types of Perspective Taking

Sex differences in favor of males have been documented in measures of spatial perspective taking. In this research, we examined whether social factors (i.e., stereotype threat and the inclusion of human figures in tasks) account for these differences. In Experiment 1, we evaluated performance when perspective-taking tests were framed as measuring either spatial or social (empathetic) perspective-taking abilities. In the spatial condition, tasks were framed as measures of spatial ability on which males have an advantage. In the social condition, modified tasks contained human figures and were framed as measures of empathy on which females have an advantage. Results showed a sex difference in favor of males in the spatial condition but not the social condition. Experiments 2 and 3 indicated that both stereotype threat and including human figures contributed to these effects. Results suggest that females may underperform on spatial tests in part because of negative performance expectations and the character of the spatial tests rather than because of actual lack of abilities.

Individual differences in virtual reality: Are spatial presence and spatial ability linked?

One aim of virtual reality technology is to immerse the user in a digital environment that is distinct from physical reality. Feeling spatially located in this digital environment is central to the experience and is more formally known as spatial presence. Experiences of spatial presence differ between individuals; prominent theories assume that these differences may, in part, be explained by differences in more general spatial abilities. Whilst there is some support for this claim with desktop systems, there is currently no direct empirical evidence to support this with more immersive technologies such as head-mounted displays (HMDs). In this study, participants completed three different measures of spatial ability before experiencing two virtual environments. These measures included a self-report of visuospatial imagery; the mental rotations test; and a test of topographical memory. After completing the measures, participants briefly experienced a virtual city and a virtual train ride through a HMD. The user's head movements were tracked, and visual displays were updated to give the sense of a full 360° environment. After each experience, the participants reported how present they felt and the extent to which they had a mental model of the environment. Self-reports of imagery were positively correlated with reports of spatial presence, consistent with the previous literature. However, spatial presence was not related to performance on either of the more objective tests. Whilst this provides confirmatory evidence that self-reports of imagery can predict presence, it is still unclear which more basic spatial abilities, if any, could underlie this relationship.

Administering Spatial and Cognitive Instruments In-class and On-line: Are These Equivalent?

Standardized, well-established paper-and-pencil tests, which measure spatial abilities or which measure reasoning abilities, have long been found to be predictive of success in the STEM (science, technology, engineering, and mathematics) fields. Instructors can use these tests for prediction of success and to inform instruction. A comparative administration of spatial visualization and cognitive reasoning tests, between in-class (proctored paper and pencil) and on-line (unproctored Internet) (N = 457), was used to investigate and to determine whether the differing instrument formats yielded equal measures of spatial ability and reasoning ability in large first-semester general chemistry sections. Although some gender differences were found, findings suggest that some differences across administration formats, but that on-line administration had similar properties of predicting chemistry performance as the in-class version. Therefore, on-line administration is a viable option for instructors to consider especially when dealing with large classes.

Test interactivity is promising in promoting gender equity in females' pursuit of STEM careers

Spatial ability provided important predictive validity to educational and work outcomes. Among the spatial factors underlining the spatial ability, mental rotation was the one in which large gender difference was constantly observed. As a measure of intermediate-scale spatial ability, the present study tested the effectiveness of an interactive test in reducing the gender difference in mental rotation with 442 primary school children of Grades 4 to 6. The results showed that the girls did perform closer to the boys using the interactive items as compared to the static items although overall the boys still outperformed the girls, the gender effect was increasing by age and grade making the largest gender difference occurred in Grade 6. By attending to the gender difference earlier and implementing interactive spatial tests and training, it can be expected to project smaller gender difference and more female participation in Science, Technology, Engineering, and Mathematics (STEM) later in life span.

Utility of bilateral acoustic hearing in combination with electrical stimulation provided by the cochlear implant

Objective: The aim of the study was to quantify the benefit provided by having access to amplified acoustic hearing in the implanted ear for use in combination with contralateral acoustic hearing and the electrical stimulation provided by the cochlear implant. Design: Measures of spatial and non-spatial hearing abilities were obtained to compare performance obtained with different configurations of acoustic hearing in combination with electrical stimulation. In the combined listening condition participants had access to bilateral acoustic hearing whereas the bimodal condition used acoustic hearing contralateral to the implanted ear only. Experience was provided with each of the listening conditions using a repeated-measures A-B-B-A experimental design. Study sample: Sixteen post-linguistically hearing-impaired adults participated in the study. Results: Group mean benefit was obtained with use of the combined mode on measures of speech recognition in coincident speech in noise, localization ability, subjective ratings of real-world benefit, and musical sound quality ratings. Conclusions: Access to bilateral acoustic hearing after cochlear implantation provides significant benefit on a range of functional measures.

Effects of motor-cognitive coordination training and cardiovascular training on motor coordination and cognitive functions

ObjectivesNumerous recent studies showed that physical training can enhance cognitive abilities, such as attention, spatial ability, memory performance, and executive functions. However, most of these studies focused on the efficiency of cardiovascular training, whereas evidence for combined motor-cognitive training emphasizing coordination abilities is scarce. Therefore, the aim of the present study was to investigate the effects of motor-cognitive coordination training and moderate cardiovascular training on cognitive functions and to test whether these effects were related to participant's fitness level. Design and methodWe tested 50 physically active (mean age = 23.5 years, SD = 3.2) and 56 sedentary participants (mean age = 23.4 years, SD = 3.2) in a pretest-training-posttest design with 12 sessions of moderate cardiovascular training (≈60% HRmax) or motor-cognitive coordination training. The training groups were compared to a passive control group. At pretest and posttest, participants performed an untrained motor-cognitive coordination task, measures of executive control (cognitive flexibility, inhibition, working memory), spatial ability, and fluid intelligence. Results and conclusionsWe found improved coordination abilities in the coordination training group, but no transfer of training to cognitive measures in physically active participants. However, sedentary participants showed larger improvements in terms of inhibition in the coordination training group compared to the remaining groups, while the cardiovascular training group improved in cognitive flexibility compared to the remaining groups. In sum, there are positive but differential effects of cardiovascular training and coordination training on cognitive performance in sedentary young participants, suggesting that coordination training may be a useful intervention especially for individuals that cannot perform cardiovascular training.

Sex and sex-role differences in specific cognitive abilities

Sex differences in cognitive abilities are a controversial but actively researched topic. The present study examined whether sex-role identity mediates the relationship between sex and sex-typed cognitive abilities. Three hundred nine participants (105 males and 204 females) were tested on a range of visuospatial and language tasks under laboratory conditions. Participants also completed measures of sex-role identity, used to classify them into masculine, feminine, androgynous and undifferentiated groups. While sex differences were found for some but not all measures, significant sex-role differences were found for all spatial and language measures with the exception of a novel 2D Mental Rotation Task. Masculine sex-roles partially mediated the relationship between sex and a composite measure of spatial ability, while feminine sex-roles fully mediated the relationship between sex and a composite measure of language ability. These results suggest that sex-role identity may have greater utility in explaining individual differences in cognitive performance than biological sex alone.

Comparing Short‐ and Long‐Term Learning Effects Between Stereoscopic and Two‐Dimensional Film at a Planetarium

ABSTRACTScience centers such as museums and planetariums have used stereoscopic (“three‐dimensional”) films to draw interest from and educate their visitors for decades. Despite the fact that most adults who are finished with their formal education get their science knowledge from such free‐choice learning settings very little is known about the effect of stereoscopic film presentation on their science learning. We explored this issue by designing a quasi‐experimental field trial with a short film about the shape of the Milky Way galaxy. The film was produced based on a set of stereoscopic design principles derived from spatial cognition and cognitive load literature with the goal of lowering the audience's extraneous cognitive load. The film was randomly shown in either two‐dimensional (2D) or stereoscopic format to 498 adults who visited a large, urban planetarium. To investigate the extent of audience's change related to galaxy‐related spatial concepts, an identical set of questions was asked on iPads before and after the film was shown. A delayed posttest was given to 123 of those adults approximately 6 months later. Test performances were analyzed using repeated measures analysis of covariances (ANCOVAs) with demographic and spatial visualization ability measures as covariates. Results show identical short‐term learning gains in both the 2D and stereoscopic groups. However, only the stereoscopic group exhibited long‐term learning gains. Findings were interpreted through the lenses of cognitive load theory and the limited capacity model of mediated message processing.

The Role of Cognitive Ability and Preferred Mode of Processing in Students’ Calculus Performance

Background:This study has explored the relationships between cognitive abilities, preferred mode of processing, and calculus performance.Materials and methods:This is a quantitative study which sought to design calculus tasks to determine students’ preference for visual or analytic processing as well as examine the role of preferred mode of processing in calculus performance and its relationship to spatial ability and verbal-logical reasoning ability. Data were collected from 150 high school students who were enrolled in Advanced Placement calculus courses.Results:The measures of preferred mode of processing did not correlate with the measures of spatial ability and verbal-logical reasoning ability, suggesting that cognitive abilities did not predict the students’ preference for visual or analytic processing. Multiple regression analysis revealed that spatial visualization ability, verbal-logical reasoning ability, preference for visual processing contributed significantly to the variance in calculus performance.Conclusions:This study contributes to the existing research on factors affecting mathematics performance by generating new information about the relationships between measures of spatial ability, verbal-logical reasoning ability, calculus performance, and preferred mode of processing mathematical information. The calculus tasks and corresponding questionnaires, which were used in this study, have the potential to be used as a measure of students’ visual and analytic tendencies in calculus.

Comparing the Neuropsychological Test Performance of Operation Enduring Freedom/Operation Iraqi Freedom (OEF/OIF) Veterans with and without Blast Exposure, Mild Traumatic Brain Injury, and Posttraumatic Stress Symptoms.

To compare neuropsychological test performance of Veterans with and without mild traumatic brain injury (MTBI), blast exposure, and posttraumatic stress disorder (PTSD) symptoms. We compared the neuropsychological test performance of 49 Operation Enduring Freedom/Operation Iraqi Freedom (OEF/OIF) Veterans diagnosed with MTBI resulting from combat blast-exposure to that of 20 blast-exposed OEF/OIF Veterans without history of MTBI, 23 OEF/OIF Veterans with no blast exposure or MTBI history, and 40 matched civilian controls. Comparison of neuropsychological test performance across all four participant groups showed a complex pattern of mixed significant and mostly nonsignificant results, with omnibus tests significant for measures of attention, spatial abilities, and executive function. The most consistent pattern was the absence of significant differences between blast-exposed Veterans with MTBI history and blast-exposed Veterans without MTBI history. When blast-exposed Veteran groups with and without MTBI history were aggregated and compared to non-blast-exposed Veterans, there were significant differences for some measures of learning and memory, spatial abilities, and executive function. However, covariation for severity of PTSD symptoms eliminated all significant omnibus neuropsychological differences between Veteran groups. Our results suggest that, although some mild neurocognitive effects were associated with blast exposure, these neurocognitive effects might be better explained by PTSD symptom severity rather than blast exposure or MTBI history alone.

How Much Can Spatial Training Improve STEM Achievement?

Spatial training has been indicated as a possible solution for improving Science, Technology, Engineering, and Mathematics (STEM) achievement and degree attainment. Advocates for this approach have noted that the correlation between spatial ability and several measures of STEM achievement suggests that spatial training should focus on improving students’ spatial ability. Although spatial ability can be improved with targeted training, few studies have examined specifically the relation between spatial training and STEM achievement. In this brief report, we review the evidence to date for the effectiveness of spatial training. We argue that spatial training offers one of the many promising avenues for increasing student success in STEM fields, but research studies that show such training causally improve retention, achievement, and degree attainment remain outstanding.

Social cognition dysfunction in adolescents with 22q11.2 deletion syndrome (velo-cardio-facial syndrome): relationship with executive functioning and social competence/functioning.

Social difficulties are often noted among people with intellectual disabilities. Children and adults with 22q.11.2 deletion syndrome (22q11DS) often have poorer social competence as well as poorer performance on measures of executive and social-cognitive skills compared with typically developing young people. However, the relationship between social functioning and more basic processes of social cognition and executive functioning are not well understood in 22q11DS. The present study examined the relationship between social-cognitive measures of emotion attribution and theory of mind with executive functioning and their contribution to social competence in 22q11DS. The present cross-sectional study measured social cognition and executive performance of 24 adolescents with 22q11DS compared with 27 age-matched typically developing controls. Social cognition was tested using the emotion attribution task (EAT) and a picture sequencing task (PST), which tested mentalising (false-belief), sequencing, cause and effect, and inhibition. Executive functioning was assessed using computerised versions of the Tower of London task and working memory measures of spatial and non-spatial ability. Social competence was also assessed using the parent-reported Strengths and Difficulties Questionnaire. Adolescents with 22q11DS showed impaired false-belief, emotion attribution and executive functioning compared with typically developing control participants. Poorer performance was reported on all story types in the PST, although, patterns of errors and response times across story types were similar in both groups. General sequencing ability was the strongest predictor of false-belief, and performance on the false-belief task predicted emotion attribution accuracy. Intellectual functioning, rather than theory of mind or executive functioning, predicted social competence in 22q11DS. Performance on social-cognitive tasks of theory of mind indicate evidence of a general underlying dysfunction in 22q11DS that includes executive ability to understand cause and effect, to logically reason about social scenarios and also to inhibit responses to salient, but misleading cues. However, general intellectual ability is closely related to actual social competence suggesting that a generalised intellectual deficit coupled with more specific executive impairments may best explain poor social cognition in 22q11DS.

Development of the spatial ability self-report scale (SASRS): reliability and validity studies

In this study, a self-report measure of spatial ability, the Spatial Ability Self-Report Scale (SASRS), was developed to evaluate undergraduates’ spatial abilities. A total of 362 undergraduates from a government university in central Turkey participated. Exploratory factor analysis with promax oblique rotation revealed three factors: Object Manipulation Spatial Ability (OMSA), Spatial Navigational Ability (SNA), and Visual Memory (VM). Confirmatory factor analysis confirmed that these factors constituted a model-with good fit. A concurrent validity study using the Mental Rotations Test (MRT) demonstrated significant correlations between OMSA and the overall scale. However, the correlations between MRT and SNA and MRT and VM were not significant. The item analysis, internal consistency and test–retest reliability findings suggested that the eighteen items on the SASRS have a three-factor structure and that the scale is valid and reliable.

The Spatial Hearing Questionnaire: Data From Individuals With Normal Hearing

Although a number of questionnaires are available to assess hearing aid benefit and general hearing disability, relatively few investigate spatial hearing ability in more complex listening situations. The aim of this study was to document the performance of individuals with normal hearing using the Spatial Hearing Questionnaire (SHQ; Tyler, Perreau, & Ji, 2009) and to compare performance with published data from cochlear implant (CI) users. Fifty-one participants with normal hearing participated. All participants completed the 24-item SHQ. Also, a factor analysis and reliability tests were performed. Performance on the SHQ was high (87%) for the participants with normal hearing. Subjective ratings varied across different listening situations: Understanding speech in quiet (98%) was rated higher than sound localization (84%) and understanding speech in a background of noise (85%). Compared with previously published data (Tyler, Perreau, & Ji, 2009), listeners with normal hearing rated their spatial hearing ability significantly better than bilateral and unilateral CI users. Results confirmed that the SHQ is a reliable measure of spatial hearing ability for listeners with normal hearing. Overall, results indicated that the SHQ is able to capture expected differences between individuals with normal hearing and CI users. These new data can be used as targets following the provision of hearing devices.

Videogame interventions and spatial ability interactions.

Numerous research studies have been conducted on the use of videogames as tools to improve one’s cognitive abilities. While meta-analyses and qualitative reviews have provided evidence that some aspects of cognition such as spatial imagery are modified after exposure to videogames, other evidence has shown that matrix reasoning measures of fluid intelligence do not show evidence of transfer from videogame training. In the current work, we investigate the available evidence for transfer specifically to nonverbal intelligence and spatial ability measures, given recent research that these abilities may be most sensitive to training on cognitive and working memory tasks. Accordingly, we highlight a few studies that on the surface provide evidence for transfer to spatial abilities, but a closer look at the pattern of data does not reveal a clean interpretation of the results. We discuss the implications of these results in relation to research design and statistical analysis practices.

The role of dynamic spatial ability in geoscience text comprehension

The current experiment investigated the effects of a dynamic spatial ability on comprehension of a geoscience text on plate tectonics and the causes of volcanic activity. 162 undergraduates (54% female) from a large public university who had little prior knowledge of this science content area were asked to learn about plate tectonics. Measures of spatial ability and working memory capacity were used to predict comprehension from a text that contained either no images, static images, or animated versions of the static images. Only the dynamic spatial ability measure interacted with the type of illustrations contained in the text, and was shown to be especially relevant for comprehension when readers did not receive animations. These results demonstrate a novel influence of individual differences in dynamic spatial ability on comprehension of text describing dynamic spatial phenomena.

Self-reported craft expertise predicts maintenance of spatial ability in old age

Three hundred and three female participants between the ages of 18 and 77 reported their experience in crafting (sewing, knitting, and crocheting) and completed a measure of spatial ability: The Paper Folding Test. To investigate the connection between spatial ability performance, age, and craft expertise, an ANOVA was conducted for the Paper Folding Test using two levels of crafting expertise (High and Low) and three age categories (younger adults: 18-39, middle-aged adults: 40-59, and older adults: 60-77). Performance on the spatial ability test declined with age as predicted from previous literature. However, there was a significant Age by Expertise interaction. No difference was found between High and Low craft expertise groups in younger adults (18-39), but there was a growing difference between expertise groups in middle-aged adults (40-59) and older adults (60-77). The results suggest that continued hands-on experience in spatial domains is a predictor of maintenance of spatial ability across the life span.

Revisiting the Rybakov Figures

The Rybakov Test is a traditional nonverbal spatial ability test for which promising results have been reported in the few validation studies that have been conducted to date. In order to more thoroughly determine the psychometric properties of the test, we subjected it to systematic validation in two samples of 338 participants in total. Our analyses demonstrated that the Rybakov Test is a reliable measure of spatial visualization ability that exhibits convergent associations with other spatial visualization tests (r = .45–.62) and general intelligence tests (r = .43–.44). The Rybakov Figures showed high internal consistency (α = .79–.84) and high retest reliability (rtt = .77) – and even proved to be Rasch scalable. Because of the widely varying item difficulties, the test can be administered even in highly skilled samples without generating ceiling effects.

Relative Validity of Distinct Spatial Abilities: An example with implications for diversity

Despite the increasingly recognized importance of spatial ability in STEM (science, technology, engineering, and mathematics) fields, research to date has largely ignored distinctions in the criterion‐related validity and subgroup differences associated with theoretically distinct spatial abilities. This study aims to enhance practical understanding by spotlighting a prominent military context as an example wherein specific spatial abilities may be both differentially relevant and differentially apt to result in adverse impact. Analyses compared the relative importance of (i) spatial orientation, (ii) visualization, (iii) closure flexibility, and (iv) perceptual speed for predicting U.S. Air Force pilot performance (N = 1440), and compared subgroup differences in a large applicant sample (N = 10,643). Given that specific spatial abilities vary substantially in the extent to which gender differences exist, this study highlights the practical implications associated with the choice of particular spatial ability measures in personnel selection.

Exploring the Benefits of Unilateral Nostril Breathing Practice Post-Stroke: Attention, Language, Spatial Abilities, Depression, and Anxiety

Unilateral nostril breathing (UNB) is a yogic pranayama technique that has been shown to improve verbal and spatial cognition in neurologically intact individuals. Early study of UNB in healthy individuals has shown benefits for attention and memory. This preliminary study explored whether UNB influenced various measures of attention, language, spatial abilities, depression, and anxiety in post-stroke individuals, both with and without aphasia. A within-subjects repeated-measures design was used to determine whether UNB improved cognitive, linguistic, and affect variables in post-stroke individuals. Within-subjects comparisons determined UNB's effects over time, and between-subjects comparison was used to determine whether changes in these variables differed between post-stroke individuals with and without aphasia. Athens and Atlanta, Georgia. Eleven post-stroke individuals participated in a 10-week UNB program. Five individuals had stroke-induced left hemisphere damage with no diagnosis of aphasia (left hemisphere damage control group; LHD), and six individuals experienced left hemisphere damage with a diagnosis of aphasia (individuals with aphasia group; IWA). Individuals were assessed on measures of attention, language, spatial abilities, depression, and anxiety before, during, and after UNB treatment. UNB significantly decreased levels of anxiety for individuals in both groups. Performance on language measures increased for the individuals with aphasia. Significant findings for language and affect measures indicate that further investigation regarding duration of UNB treatment and use of UNB treatment alongside traditional speech-language therapy in post-stroke individuals is warranted.