Spatial Ability Tasks Research Articles

Comparative analysis of spatial ability in immersive and non-immersive virtual reality: the role of sense of presence, simulation sickness and cognitive load

This study investigates the effects of immersion on spatial ability in virtual reality (VR) and the influence of sense of presence, simulation sickness, and cognitive load. Participants performed a spatial ability task using a head-mounted display in an immersive or non-immersive VR condition. Contrary to expectations, immersive VR did not enhance spatial performance compared to non-immersive VR. Interestingly, cognitive load was positively associated with spatial ability in immersive VR but negatively associated with it in non-immersive VR. A higher sense of presence was associated with increased spatial ability for both conditions. Predictably, simulation sickness negatively impacted spatial ability in the more immersive condition. Sense of presence and simulation sickness correlated in the immersive condition but not in the non-immersive condition, indicating the importance of immersion as a covariate. These findings highlight a complex interplay of factors in immersive environments, challenging existing assumptions and providing insights for designing spatial environments in immersive and non-immersive virtual environments.

The Role of Fundamental Movement Skills and Spatial Abilities in the Relationship between Physical Activity and Mathematics Achievement in Primary School Children.

Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive outcomes on mathematics achievement; however, no study has investigated this network of relationships together. This study aimed to examine the relationship between PA and mathematics achievement, and the mediating effects of FMS and spatial abilities, in primary school children. Using a cross-sectional design, data were collected from 182 children (aged 7 to 8 years old) across four schools in England. Objective moderate-to-vigorous PA (MVPA) levels and subjective parental reports of their children's PA participation were collected. Children's FMS were assessed, along with their performance on four spatial ability tasks and a mathematics test. Mediation analyses revealed no significant mediation effects of FMS and spatial abilities on the positive significant relationship between MVPA and mathematics achievement; however, spatial ability partially mediated the relationship between FMS and mathematics achievement. These results suggest that FMS and spatial ability may not be related to MVPA in this network of relationships, but children with more mature FMS perform better in mathematics due to them performing better on specific spatial ability tasks.

Don't disturb my circles: The effect of fine arts training on visuospatial ability in students.

Origami, drawing and colouring are artistic activities that can be beneficial for cognitive abilities or emotional well-being. However, there is a lack of studies that would investigate and compare these activities and their effects within the spatial abilities' domain. The aim of this study was to investigate if and how participating in three artistic activities-colouring, drawing or origami-can enhance spatial abilities. A total of 73 young adults participated in one of the three activities organized as a 7-session training, distributed every third day. Measures of spatial abilities (Spatial Reconstruction Task [SRT]), Mental Rotation Task [MRT]), Santa Barbara Solids Task [SBST]), and Corsi Block Tapping Task [Corsi]) were administered before (pretest) and after (posttest) the training, as well as at the 6-month follow-up). The Intrinsic Motivation Inventory (IMI) was administered at the posttest. The results showed no significant interaction between the training group and the measurement time point for the spatial ability tasks. Nevertheless, effect sizes at posttest favor origami and drawing in enhancing more complex spatial abilities (MRT for origami and drawing; SBST for origami; Corsi for drawing), and colouring in strengthening spatial perception (SRT). Some effects have remained for a longer period of time. Origami led to a greater pressure and tension, and colouring to higher interest and enjoyment. These results suggest that artistic activities can potentially contribute to the strengthening of spatial abilities, but it is advised to presented them in a way that reduces frustration and increase participant's enjoyment.

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.

Geography education improves spatial ability: evidence from fMRI and behavioral experiments

ABSTRACT Previous behavior experimental studies indicate that geography education facilitates the development of students’ spatial ability. However, it is unclear how geography education shapes student brain activity and promotes spatial ability. In this article, we proposed a neuroscience-based method to explore the relationship between geography education and spatial ability. We conducted a behavioral experiment with 63 participants and an fMRI experiment with 49 participants. All the participants were divided into groups according to their undergraduate years and majors completed four spatial ability tasks. The fMRI and behavioral results revealed that after four years of geography education, students had greater mental rotation, spatial visualization and spatial relation reasoning abilities than non-geography students. The activation and functional connectivity of brain regions further indicated that geography education improved students’ spatial reference, spatial memory, visual attention and spatial decision-making. Our findings offer new neuroscience evidence that geography education can improve the spatial ability of undergraduate students, and provide new neuroimaging approach for geographic talent cultivation and curriculum assessment.

Statistical Analysis on Gender Difference in Neural Activity for Spatial Ability Tasks

Gender differences are investigated from the viewpoint of cognitive neuroscience in the domain of spatial ability. Five task types of geometric problems are used for the collection of task-evoked fMRI data. Although there was no gender-difference in task performance, we found gender differences in neural activity. Some of the important gender differences that we found are 1) that there are far more joint neuro-activations among the brain regions, co-activations or reverse-activations, in males than in females, 2) that the two types of joint activations were nearly half and half in females while it was mostly co-activations in males, 3) that males tend to have more co-activations in the left hemisphere than expected while females tend to have more between-hemisphere co-activations than expected, and 4) that the left-right pairs of BA's are more highly associated than average for males while they are far less associated than average for females.

Spatial Ability and Geometric Thinking of the Students of Teacher Training for Primary Education

In this article, we focus on geometric thinking and the solution of three spatial geometric tasks of future primary school teachers. The research sample consisted of 78 Bachelor´s students at Constantine the Philosopher University in Nitra, Slovakia. The research findings show that future primary school teachers have a problem with geometrical thinking at higher levels and with solving spatial ability tasks, too. Using the statistical implicit analysis we revealed the connections between the students´ solution of spatial ability tasks and the achieved level of geometric thinking according to van Hiele theory.

Measurement Invariance of a Latent Dementia Index by Gender in the Aging, Demographics, and Memory Study

Population-based aging studies allow researchers to study dementia and its correlates. Few include dementia diagnoses. Latent variable models have been used to create latent dementia indexes (LDI) using cognitive and functional ability to approximate dementia. The LDI is applied across diverse populations, but it is unclear whether gender affects its measurement properties. We assess whether the LDI can be used to measure dementia equivalently for men and women. We use the 2001-2003 Aging, Demographics, and Memory Study (n=856, 355 men, 501 women). Cognitive ability was assessed using memory, executive function, attention, spatial ability, orientation, and language tasks. Functional ability was informant-reported. We used confirmatory factor analysis to test factorial invariance across gender and compare latent means to determine which group had lower means, consistent with greater dementia likelihood. Model fitting results suggest metric invariance of the LDI but only partial scalar invariance across gender. Latent mean differences in the LDI were observed (Mdiff = .39, SE = 0.19, p = .042), with women lower, on average, than men. Correlations between LDI and dementia diagnosis were stronger for both men (r=-.82) and women (r=-.85) than correlations between dementia and Mini-Mental Status Exam scores (-.69 and -.73, respectively). The LDI may be reliably and validly used to measure and compare dementia likelihood in men and women. Results suggest lower LDI scores in women, indicating greater dementia likelihood. Gender differences may be partially attributed to differences in measurement properties of items, possibly due to gender differences in educational returns and employment factors.

Spatial Ability in Children with Mathematics Learning Disorder (MLD) and Its Impact on Executive Functions

ABSTRACT Mathematics Learning Disorder (MLD) has been found to be related to impairments in cognitive functions. Spatial ability (SA), which is made up of eight single but unified elements can be assumed to have a leading part in different areas of math skills. The first objective of this study was to explore differences in SA factors in 128 school children of third to sixth grade with and without MLD. The Flexibility of Closure, Closure Speed, Perceptual Speed, Visualization, Spatial Relation, Spatial Orientation, Spatial Temporal, and Wayfinding were measured through eight tasks. The second objective of the study was to explore the SA factors’ ability to predict the performance of MLD participants in three executive functions. The results revealed that participants with MLD had poorer performance in all the SA tasks and it took longer to finish the visualization, spatial relation, and spatial orientation tasks compared to children with typical development (TD). Regression analysis indicated that some of the SA factors could predict working memory and cognitive flexibility, but they were unable to predict response inhibition. Regarding these results, applying SA factors in cognitive rehabilitation programs of children with MLD seems necessary.

Measuring Spatial Ability and Geometric Thinking Level of Prospective Elementary School Teachers Using the Rasch Model

The objectives: (1) measuring spatial ability and geometric thinking level of Prospective Elementary School Teachers (PGSD students), (2) analyzing difficulties faced on a certain spatial ability. The study used a mixed-method quantitative and qualitative. Researchers developed test items to measure the spatial ability and geometric thinking of 139 Prospective Elementary School Teachers (PGSD students), Universitas Negeri Semarang. The sampling method employed was cluster random sampling, while three students selected for the interview were based on the 'poor' and 'very poor' category. Data analysis with the Rasch Model showed that the item reliability, item validity, item separation, and unidimensionality were classified as ‘good’. The results revealed that spatial ability and geometric thinking of Prospective Elementary School Teachers were classified as ‘fair’ (62.5%) and ‘good’ (31.7%). The difficulties in completing tasks of spatial ability primarily on the perception and relation, which happened due to their lacking of imagination.

Correlating Spatial Ability With Anatomy Assessment Performance: A Meta-Analysis.

Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50years (1969-2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (rpooled =0.240; CI at 95% = 0.09, 0.38; P=0.002). Performance on spatial and relationship-based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non-spatial multiple-choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability.

Motivation through insight: the phenomenological correlates of insight and spatial ability tasks

ABSTRACT In an experiment (n = 430), grounded in an integrative fluency account of the phenomenology of the Aha-experience, we tested the assumption that problem solving through insight is distinct from other strategies of problem-solving in that the affective response invoked by Aha-experiences is more influential than other solution strategies on motivational processes. Results indicated that insight tasks, compared to non-insight tasks, had the strongest affective and motivational outcomes both during and after task solution. Moreover, for insight tasks, sudden insight was the strongest predictor of correct solutions. Interestingly, step-by-step and guessing strategies were positive and negative predictors, respectively, of correct solutions. Finally, only trial and error significantly predicted correct solutions for non-insight tasks. We argue that solution strategies are not mutually exclusive. However, some strategies are more frequently used and possibly more adapted to different types of tasks. The study supports the integrative fluency account and motivational outcomes of Aha-experiences.

Cognitive skills improved by BrainWare SAFARI training program: Electroencephalographic study

Background: Executive functions have been shown to be related to academic achievement and the ability to learn. Understanding the role of executive function may offer new learning opportunities for children. The 2018-2019 implementation of BrainWare SAFARI pilot study started with primary school students achieving an average improvement in cognitive skill development.
 Aims and Objective: This study was set to find spatial ability and cognitive skill abilities done by letting students who performed spatial ability tasks after BrainWare SAFARI training exercises and also investigated by using the effectiveness of commercially available lightweight EEG device.
 Materials and Methods: Participants were selected to participate in the 2018-2019 pilot based on their average learning abilities.
 Results: All participants were able to complete the targeted number of sessions of BrainWare SAFARI. All participants showed significantly mean improvement of cognitive skills such as speed, memory, spatial ability, and problem solving, respectively. The cognitive performance increased statistically significant implying that all participants gained experienced significant improvements in multiple areas of cognitive processing. The attention and mediation levels as well as cognitive performance or cognitive skill improvement were changed with statistically significant at 0.05 level. The findings also showed that all brainwaves were increased with statistically significant while performing cognitive skills ability tasks.
 Conclusion: It is no doubt that all participants were able to complete all sessions of BrainWare SAFARI program. Practicing cognitive skills improvement games as BrainWare SAFARI could significantly increase alpha, theta and beta frequency bands. BrainWare SAFARI cognitive skills training could significantly improve cognitive performance in Thai children indexed by the electroencephalographic activities.

Understanding Spatial Ability in Interior Design Education: 2D–to–3D Visualization Proficiency as a Predictor of Design Performance

Spatial ability—the ability to represent, transform, and manipulate two–dimensional (2D) or three–dimensional (3D) information—is vital in solving everyday problems; however, compared to the well–known role of spatial ability in engineering or science, little is known about its role in interior design performance. In addition, the mismatch of reported male outperformance on general spatial ability tasks and absence of gender difference in design performance prompt questioning on whether interior design requires a specific type of spatial ability that general spatial ability tests may not sufficiently measure. Thus, the purpose of this study was to understand the details of spatial ability and their relationship with students’ interior design performance. In order to clarify the particular spatial proficiency required for interior design, the following test tools were used: (1) general spatial ability tests and (2) the Architecture and Interior design domain–specific Spatial Ability Test (AISAT), developed for this study. The spatial ability scores of 40 interior design majors at one university in South Korea were compared with the scores they received from three experts on design projects they completed. Results show that (1) 2D–to–3D visualization proficiency on the AISAT correlated with both the originality and three–dimensional quality of the design product, (2) 2D–to–3D visualization proficiency predicted both the originality and 3D quality of the design product, and (3) male outperformance was found only in general spatial ability. Results highlight the necessity to nurture 2D–to–3D visualization proficiency for the improvement of design performance in interior design education.

Spatial working memory is enhanced for movement experts in traditional and embodied tasks

ABSTRACTMovement experts tend to outperform non-experts on some tasks of spatial ability, suggesting that movement experts possess enhanced spatial-cognitive abilities, which may be developed over years of practice. In the current study, movement experts (dancers and athletes) and non-experts completed one verbal working memory task and two spatial working memory tasks—a traditional Corsi block-tapping task and a new full-bodied version of the Corsi task, nicknamed the “Twister Task.” Movement experts outperformed non-experts on both the Corsi and Twister tasks but not on the verbal task, suggesting that movement experience may relate to spatial working memory specifically. Additionally, the Twister task significantly correlated with the traditional Corsi task, providing validation for a new measure of spatial working memory.

Flight Experience and Mental Representations of Space

ABSTRACT Objective: This study investigated whether increased flight experience as a pilot was associated with improved small-scale spatial skills and the ability to form a cognitive map of a novel ground-based virtual environment. Background: Early-career civil aviation pilots have been shown to form more accurate cognitive maps of a novel virtual environment than nonpilots. We sought to extend this finding to determine whether cognitive map accuracy was also associated with pilot flight experience. Method: Pilots completed small-scale spatial ability tasks, including assessments of perspective taking and spatial working memory, and then traveled along 4 routes in a virtual environment. Subsequently, they completed 2 tests that assessed their memory for the layout of landmarks in the virtual environment. Results: Pilots with more flight experience did not have more accurate cognitive map representations of the environment than pilots with less flight experience; however, increased flying experience was associated with better performance on a perspective-taking test. Conclusion: Perspective taking has been proposed as central to navigation awareness during flight, and the data reported here suggest it improves with experience.

The cognitive functioning of older adult instrumental musicians and non-musicians

ABSTRACTThis study examined similarities and differences in the cognitive profiles of older adult instrumental musicians and non-musicians. We compared neuropsychological test scores among older adult non-musicians, low-activity musicians (<10 years of lessons), and high-activity musicians (≥10 years of lessons), controlling for self-reported physical and social activity, years of education, and overall health. Significant differences among groups were found on tasks of visual spatial ability, naming, and executive functioning. No significant differences were found on tests of attention/processing speed, or episodic memory. The current study supports late life cognitive benefits of early musical training, but only in select cognitive domains, including language, executive functioning, and visual spatial ability. The results are discussed in the context of cognitive reserve and aging.

Spatial offloading in multiple task monitoring

ABSTRACTCoordinating multiple tasks requires a high degree of cognitive control, and individuals with limited executive functions often show difficulties in everyday multitasking. We tested the hypothesis that demands on executive control can be alleviated by internally representing the temporal pattern of goals and deadlines as spatial relations. In two experiments, participants completed a multitasking session by monitoring deadlines of four clocks running at different rates, along with separate tasks of executive functioning and spatial ability. In Experiment 1, individual and gender-related differences in spatial ability (mental rotation) predicted multitasking performance, beyond the contributions of both the updating and inhibition components of executive functioning, and even when spatial cues were eliminated from the layout of the monitoring task. Experiment 2 extended these findings by showing that concurrent spatial load impaired task monitoring accuracy, and that these detrimental effects were accentuated when spatial abilities were compromized due to fluctuation in female sex hormones. These findings suggest that multiple task monitoring involves working memory-related functions, but that these cognitive control demands can be offloaded by relying on spatial relation processes.

Effects of Computer Assisted Instruction on Secondary School Mathematics Students’ Spatial Ability, Achievement and Attitude in Niger State, Nigeria

This study investigated the effect of computer assisted instruction on secondary school mathematics students’ spatial visualization ability, achievement and attitude in Niger State. Three (3) research questions and their corresponding hypotheses guide the study. The study adopted a quasi-experimental design using pretest posttest non-equivalent, non randomized control group. The instruments for data collection were Geometry Achievement Test (GAT), Spatial Ability Test (SAT), and Mathematics and Technology Attitude Scale (MTAS) validated by six senior lecturers. The target population were all SS II mathematics students in the 150 senior Secondary Schools in three educational zones of Niger State. The sample consisted of 330 SS II (178 males and 152 females) from nine secondary schools. In each school, a stream (arm) of SS II class was randomly selected and used for the study. The three groups were pretested using GAT and SAT to determine their entry-level equivalence, while the post-test instruments are SAT and MTAS administered after six (6) weeks of instruction. The finding of the study revealed that the males outperform than females in spatial ability tasks and had higher positive attitude towards learning mathematics with technology. The study recommend mathematics teachers and instructors should adopt modern teaching pedagogies that are learner-centred and provides platform the development of spatial skills in children and adult a likes.

Neurocognitive Function Is Associated With Serum Iron Status in Early Adolescents.

The association between iron and neurocognition remains underexplored in adolescents, and the neurocognitive effects of low and high iron levels have yet to be established. The aim of this study was to investigate the relationships of low and high iron levels with neurocognitive domains in early adolescents. The sample comprised 428 adolescents (12.0 ± 0.4 years) from Jintan, China. Serum iron concentrations were analyzed from venous blood samples and classified into low, normal, and high levels according to the clinical reference range 75-175 μg/dl. Neurocognition was measured by the Penn Computerized Neurocognitive Battery and Wechsler Intelligence Scale. Generalized linear regression was used to analyze relationships. Prevalence rates of iron deficiency, normal iron, and high iron were 13.8%, 76.4%, and 9.8%, respectively. Compared with normal levels, iron deficiency was associated with slower performance in tasks that measured abstraction and mental flexibility (β = 107.5, p = .03) and spatial processing ability (β = 917.2, p = .04). High serum iron was associated with less accuracy in the spatial processing ability task (β = -2.2, p = .03) and a longer reaction time in the task assessing abstraction and mental flexibility (β = 702.8, p = .046) compared to normal levels. Both iron deficiency and high iron levels contribute to reduced neurocognitive performance in a domain-specific manner in early adolescents. The dual burden of iron under- and overnutrition should be incorporated into future interventions for improving brain development and cognitive function in adolescents, especially in a Chinese context.