Is object imagery central to artistic performance?

Pérez-Fabello, Marı́a José; Campos, Alfredo; Campos-Juanatey, Diego

doi:10.1016/j.tsc.2016.05.006

Cited by 14 publications

(22 citation statements)

References 32 publications

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“…As expected, the students of Fine Arts preferred the object image cognitive style as opposed to the spatial and the verbal styles. Similar results were found in previous studies (Blazhenkova & Kozhevnikov, 2009Blazhenkova et al, 2006;Pérez-Fabello et al, 2016). The Fine Arts students' preference for spatial images over verbal processing reported here is confirmed by the study of Pérez-Fabello and colleagues (2016) with respect to men but not to women, nor to the whole group.…”

Section: Cognitive Style In Fine Arts Psychology and Engineeringsupporting

confidence: 93%

“…Each single degree has certain competences that require improvement in a particular set of skills that are tied to a certain cognitive style. Accordingly, many studies investigated the cognitive style and the visual imagery skills needed in different academic disciplines (Blazhenkova & Kozhevnikov, 2009;Kozhevnikov, Kozhevnikov, Yu, & Blazhenkova, 2013;Pérez-Fabello, Campos, & Campos-Juanatey, 2016). Comparably to the observed with different professionals, Fine Arts students preferred object image processing Pérez-Fabello et al, 2016), while spatial visual abilities were associated with scientific creativity (Cho, 2017;.…”

Section: Object-spatial-verbal Cognitive Style In Different Disciplinesmentioning

confidence: 99%

“…Accordingly, many studies investigated the cognitive style and the visual imagery skills needed in different academic disciplines (Blazhenkova & Kozhevnikov, 2009;Kozhevnikov, Kozhevnikov, Yu, & Blazhenkova, 2013;Pérez-Fabello, Campos, & Campos-Juanatey, 2016). Comparably to the observed with different professionals, Fine Arts students preferred object image processing Pérez-Fabello et al, 2016), while spatial visual abilities were associated with scientific creativity (Cho, 2017;. High school students from Science and Humanities reveal differences in their object cognitive style two years ahead of University entry; similar divergent preference was observed in the verbal cognitive style of Art and Science students (Campos & Castro, 2016).…”

Section: Object-spatial-verbal Cognitive Style In Different Disciplinesmentioning

confidence: 99%

“…However, surprisingly enough, Fine Arts and Psychology students performed equally well in the object image scale. Research comparing the cognitive styles in those academic degrees is non-existent, but a tendency towards the object image cognitive style has been reported in Humanities and in individuals involved in visual arts (Blazhenkova & Kozhevnikov, 2009Chabris et al, 2006;Kozhevnikov, Blazhenkova, & Becker, 2010;Pérez-Fabello et al, 2016;Yoon, Choi & Oh, 2015).…”

Section: Distinctive Features In Object-spatial Imagery and Verbal Stmentioning

confidence: 99%

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

Pérez-Fabello

Campos

Felisberti

2018

Thinking Skills and Creativity

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Section: Cognitive Style In Fine Arts Psychology and Engineeringsupporting

confidence: 93%

Section: Object-spatial-verbal Cognitive Style In Different Disciplinesmentioning

confidence: 99%

Section: Object-spatial-verbal Cognitive Style In Different Disciplinesmentioning

confidence: 99%

Section: Distinctive Features In Object-spatial Imagery and Verbal Stmentioning

confidence: 99%

See 2 more Smart Citations

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

Pérez-Fabello

Campos

Felisberti

2018

Thinking Skills and Creativity

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“…Pérez-Fabello et al (2016) La inteligencia y la viveza de imagen son dos de las variables más estudiadas como posibles predictoras del rendimiento académico. La viveza de imagen abarcaría la habilidad para crear la imagen mental de un objeto y de manipularla mentalmente, imprescindible en matemáticas, arquitectura, diseño... (Arnheim, 1979;Rhoades, 1981).…”

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

Campos¹,

Castro²

2016

R Est Inv Psico y Educ

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ResumenLas 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).. Palabras clave: imagen mental, rotación mental, imágenes, procesos cognitivosAbstract Mental images are mental representations of people, objects and situations that are not present and are formed by using the imagination. Many studies have addressed this psychological ability, its typology and its involvement in the academic environment. Along these lines, the aim of our study was to assess the information processing style (verbal, object, spatial scales, and mental rotation) that is commonly used by students from different specialties of Compulsory Secondary Education. To that end, two tests: The Mental Rotation Test (MRT) and the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) were administered to a sample of 126 Compulsory Secondary Education students. MRT assessed any significant difference in the ability to mentally rotate images depending on gender and specialty. Significant differences were found by specialty, showing that science students had better ability to mentally rotate images than humanities ones. Significant differences were found by gender and specialty in the OSIVQ. Men showed better spatial and verbal processing style than women, and humanities students excelled in object processing (in comparison to science students) and in verbal processing (in comparison to science and art students).

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Mental imagery rotation and graph comprehension of IS‐LM macroeconomic models

2021

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The aim of this study was to determine if the ability to rotate mental imagery influenced the comprehension of graphs in economics. A sample of 140 Business Administration undergraduates familiar with economic analysis using graphs were administered the Measure of the Ability to Rotate Mental Images (MARMI). Moreover, participants completed an ad hoc graph comprehension test consisting of six exercises of increasing difficulty with graphs developing the IS‐LM model described in conventional macroeconomic textbooks. Both the ability to rotate mental imagery and graph complexity (the number of quadrants in each graph) were found to significantly influence the number of correct graph comprehension responses.

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Is object imagery central to artistic performance?

Cited by 14 publications

References 32 publications

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

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

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

Mental imagery rotation and graph comprehension of IS‐LM macroeconomic models

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