Object and spatial imagery: distinctions between members of different professions

Blajenkova, Olessia; Kozhevnikov, Maria; Motes, Michael A.

doi:10.1007/s10339-006-0047-9

Cited by 11 publications

(13 citation statements)

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“…The univariate analysis revealed that Architecture undergraduates employed more line mark representations using a line and in plan than BS undergraduates. This confirms the findings of previous studies that found differences in spatial ability between architecture undergraduates and other types of studies (Blajenkova et al, ; Kozhevnikov et al, , , ; Rhoades, ). Regardless of the group examined, fewer line marks were represented in elevation, in 3D, and in lineal representations than in plan, which indicated that these representation techniques for drawing line marks were not frequently used.…”

Section: Discussionsupporting

confidence: 92%

“…Architecture undergraduates employed more complex representation techniques, such as representing in plan instead of using a point, and in 3D rather than in elevation. This may be due to the training of Architecture undergraduates in designing maps and developing representation techniques, whereas BS undergraduates undergo other types of studies (Blajenkova et al, ; Kozhevnikov et al, , , ; Rhoades, ). Good architects have high spatial ability (Alias et al, ; Mohler & Miller, ).…”

Section: Discussionmentioning

confidence: 99%

“…Not all professions use the same type of imagery. Several studies have shown that architects and scientists tend to use spatial imagery more than other types of imagery, which would explain why they are much better at this type of imagery than individuals from other professions (Blajenkova, Kozhevnikov, & Motes, ; Kozhevnikov, Blazhenkova, & Becker, ; Kozhevnikov, Hegarty, & Mayer, ; Kozhevnikov et al, ; Rhoades, ). Good architects have high spatial ability (Alias, Black, & Gray, ; Mohler & Miller, ).…”

Section: Gendermentioning

confidence: 99%

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The Representation of Imagery of the City: The Impact of Studies and Imagery Ability

Campos

Campos-Juanatey

2018

Jpn Psychol Res

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This study aimed to assess the impact of the type of undergraduate studies and the ability to form mental images on representations of city imagery. A total of 291 Architecture and Business Studies undergraduates participated in the study. Participants completed a 5-min task of drawing their own mental map of a city. The number of point marks, line marks, and area marks drawn and the system of representation were assessed. Business Studies undergraduates represented more point marks using a point than Architecture undergraduates, whereas the latter drew more point marks in plan and in 3D than the former. The ability to form spatial images had no influence on the number of point, line, or area marks drawn. Significant differences between women and men were observed in the 3D representations, and in the configuration.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Gendermentioning

confidence: 99%

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The Representation of Imagery of the City: The Impact of Studies and Imagery Ability

Campos

Campos-Juanatey

2018

Jpn Psychol Res

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“…Sin embargo, en la escala espacial destacaron los de ciencias, pero sin presentar diferencias significativas respecto a los de humanidades y a los de arte. Estos resultados coinciden bastante con el estudio con diferentes profesionales que llevaron a cabo Blajenkova et al, (2006b) y Blazhenkova y Kozhevnikov (2009). Estos autores habían encontrado que los artistas prefieren usar imágenes del objeto en su trabajo, los científicos la imagen espacial, y que los profesionales relacionadas con las humanidades, usan menos las imágenes mentales, y más el procesamiento verbal.…”

Section: Discussionunclassified

“…Blazhenkova y Kozhevnikov (2009) manifestaron que los hombres obtuvieron mayores puntuaciones de imagen espacial que las mujeres, mientras que las mujeres obtuvieron mayor puntuación en imagen del objeto, y no se encontró diferencia significativa en función del género en la escala verbal. Otros estudios (Blajenkova et al, 2006b;Blazhenkova y Kozhevnikov, 2009), utilizando sólo las escalas de imagen de objeto y la escala espacial, encontraron que los hombres obtuvieron mayor puntuación en la escala espacial que las mujeres, y las mujeres obtuvieron mayor puntuación en imagen del objeto que los hombres. Para ver las teorías que sustentan estos datos relacionados con el género, se pueden encontrar en Campos (2014).…”

Section: Discussionunclassified

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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The Role of Visual Abilities and Cognitive Style in Artistic and Scientific Creativity of Singaporean Secondary School Students

Kozhevnikov

Koh

2021

Journal of Creative Behavior

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The current research addresses the question of the multidimensional relationship between visual abilities, visual cognitive style, and creativity (artistic and scientific) in Singaporean students of 13–14 years old. Three hundred seventy students (100 students in Study 1 and 270 students in Study 2) from two typical secondary schools in Singapore were administered 10 tasks assessing their visual abilities, visual cognitive style and domain‐specific, artistic, and scientific, creativities. Consistent with the results of recent research challenging the foundation of the current assessments of creativity as a general ability, the results of principal component analysis (PCA) (Study 1) and path analysis (Study 2) provided evidence that artistic and scientific types of creativities are clearly dissociable in students of 13–14 years old. Furthermore, the results of both studies demonstrated that although both visual abilities and corresponding cognitive style (object and spatial) reliably predicted artistic and scientific creativity respectively, cognitive style was a reliable predictor of corresponding creativity beyond visual ability. The findings suggest that domain‐specific visual creativity begins developing concurrently with corresponding types of visual abilities and cognitive style, and that socio‐cultural influences, as reflected by cognitive style, also affect the development of creative performance in a specific domain, beyond abilities.

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Object and spatial imagery: distinctions between members of different professions

Cited by 11 publications

References 0 publications

The Representation of Imagery of the City: The Impact of Studies and Imagery Ability

The Representation of Imagery of the City: The Impact of Studies and Imagery Ability

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

The Role of Visual Abilities and Cognitive Style in Artistic and Scientific Creativity of Singaporean Secondary School Students

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