Different Dimensions of Spatial Ability

Eliot, John; Hauptman, Anna

doi:10.1080/03057268108559886

Cited by 26 publications

(17 citation statements)

References 30 publications

(21 reference statements)

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“…However, there are numerous different definitions of spatial ability or visual abilities in general as well as a varying number of sub-factors (ranging from two to ten; according to D'Oliveira 2004) with even more labels, so that a precise description of the term is difficult (Eliot and Hauptman 1981).…”

Section: Selective Review Of Research On Spatial Ability and Visualizmentioning

confidence: 99%

Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review

2010

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This meta-analytical review focuses on the role of spatial ability when learning with pictorial visualizations. By means of selective theoretical review and meta-analysis (the latter regarding 27 different experiments from 19 studies), several sub-factors of spatial ability are considered as well as dynamic and non-dynamic, interactive and non-interactive visualizations. An overall effect of r=0.34 (95%-CI 0.28 to 0.39) demonstrating a medium advantage for high-spatial-ability learners when working with visualizations is calculated. More importantly, two moderators could be identified: Learners with low spatial ability can be significantly supported by a dynamic instead of a non-dynamic visualization as well as by 3d-instead of 2d-illustrations. Results are discussed in consideration of contemporary theories of multimedia learning.In educational practice, non-dynamic and, increasingly, dynamic visualizations are a common tool to support the learning process. While the positive influence of visualizations in general seems undisputed and well-documented (cf. Mayer 2005), there is more skepticism as to dynamic visualizations. What is more, the role of individual differences increasingly shifts in focus: do all learners profit equally from visualizations? And if not, how can those learners be supported? While there are some conclusive reviews considering the role of prior knowledge (e.g., Kalyuga 2007), the role of spatial ability on learning with visualizations is still rather unclear. Though, at first glance, an obvious moderator variable, previous studies did not find consistent results as to its role. Hence, the present metaanalytical review aims at revealing if and in which way spatial ability influences learning with visualizations. While the meta-analysis itself is quite narrowly focused, the overall goal to demonstrate the importance of considering individual differences in learning is not.

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Section: Selective Review Of Research On Spatial Ability and Visualizmentioning

confidence: 99%

Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review

2010

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“…This skill, referred to as 'spatial ability', involves representing, rotating and inverting objects in 3D when they are presented graphically in 2D. There are different levels of difficulty associated with visualisation skills as defined by several authors (McGee, 1979;Richmond, 1980;Eliot and Hauptman, 1981;Newcomb, 1982;Lohman, 1986). These levels in ascending order of importance are:…”

Section: Spatial Ability and Visualisation Skillmentioning

confidence: 99%

Developing Models in Science Education

2000

157

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References 363Index 381 PrefaceThis book arises from the collaborative work of a group of international researchers who are members of the Centre for Models in Science and Technology: Research in Education (CMISTRE). Based at The University of Reading in the UK, the Centre has a widely scattered membership, i.e. currently also in Australia, Brazil, Israel, New Zealand, Netherlands.Information about its present work can be accessed via The University of Reading's web pages on http://www.rdg.ac.uk/~ems97pc/MISTRE.Formed in 1995, the first years of the group were spent in formulating a common language with which to talk about models and modelling and in negotiating the boundaries of the areas to be investigated. In this period of time the main themes which are addressed in this book started to be formulated, based on the interests and experiences of the collaborating members. All this was fuelled by academic visits by members to each others, by regular seminars where new papers and ideas were discussed, in conference symposia, both national and international, where these ideas were subjected to a wider audience and, more lately, by publications in journals. In most senses the Centre is typical of a research group in any field: a commitment by a group of academics to enquiry in a theme held in common. It might differ from many in two ways. First, it draws on the insights of a number of established disciplines: philosophy of science, historical studies of the development of science, the sociology and language of science, the psychology of the teaching and learning of science. Second, it has entailed a greater commitment to collaborative ways of working and to a reflection on the contextual nature of the understandings that are forged. Within the Centre, smaller sets of members often collaborate in particular areas of interest and expertise. This has given rise to the three main areas of interest that are reflected in the Sections of this book.Although the common language is presented in detail in Chapter I, it may be helpful to readers if the components of the framework and the agenda are summarised here. A model has been taken to be 'a representation of an idea, object, event, process, or system'. Mental modelling is defined as an activity undertaken by individuals, whether alone or within a group. The results of that activity can be expressed in the public domain through action, speech, writing or other symbolic form. Those expressed models-, as we term them, which gain social acceptance following testing by the community of professional scientists playa central role in the conduct of both research and development, becoming consensus models. Whilst those consensus models which are currently in use at the frontiers of science may be termed scientific vii Vlll Developing Models in Science Educationr models, those produced in specific historical contexts may be called historical models. Curricular models are those versions of consensus models which are included in science curricula. Teaching models are those developed ...

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“…Sex differences in (a) and (b) and tasks dependent on these abilities do not appear consistently until after puberty. Eliot & Hauptman (1981) view spatial ability as (i) an intrinsic aspect of thinking and (ii) a set of operations for solving spatial problems. In the former sense --'spatial ability is manifest in the way we respond to the positional quality of things; both directly in our response to the distribution of words, number, or letter like forms on a page; and indirectly in our organisation and representation of structural information.…”

Section: Visuo-spatial Ability and Imagerymentioning

confidence: 99%

The role of experimentation in the solution of functional design problems

McCloskey

1989

The Vocational Aspect of Education

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This stud>, attempted to isolate the role of experimentation in visuo-spatiat learning and transfer as follows: Ninety six 13 + pupils, mainly girls, in 4 class groups in a large mixed Comprehensive school in Sussex sat a pre-and post-spatial test and a post-functional design test. Over the nine weeks between the tests, group 1 experimented in solving functional design problems; group 2 learned the same material by rule and example; group 3 pursued art and technical subjects, while group 4's academic course excluded these. Comparisons between the design test means suggest definite gains being made by the experimentation group, who also out-performed the academics in the spatial test. This outcome suggests that experimentation in solving functional design problems: (i) transferred to the design and spatial test; (ii) might enhance the cognitive content in art and technical subjects and increase visuo-spatial transfer; (iii) might provide effective visuo-spatial learning for academic girls, since this often underpins technical and scientific areas, where increased female invol~ement is sought.

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Different Dimensions of Spatial Ability

Cited by 26 publications

References 30 publications

Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review

Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review

Developing Models in Science Education

The role of experimentation in the solution of functional design problems

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