This is the way: Network perspective on targets for spatial ability development programmes

Likhanov, Maxim; Maslennikova, Ekaterina; Costantini, Giulio; Budakova, Anna V.; Esipenko, Elena; Ismatullina, Victoria; Kovas, Yulia

doi:10.1111/bjep.12524

Cited by 5 publications

(3 citation statements)

References 107 publications

(163 reference statements)

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“…In addition, there was also significant overlap between this factor and large-scale SA tasks (when the viewer's perspective can change with respect to the larger environment, but the spatial relationships among individual objects are fixed -e.g. wayfinding, navigation, orienting in space), as shown by M. Malanchini and colleagues, M. V. Likhanov and colleagues [35,36]. This data suggests that a small number of object-oriented SA tests can reasonably capture small-scale SA.…”

Section: Literature Reviewmentioning

confidence: 67%

Applicability of the Online Short Spatial Ability Battery to university students testing

Bartseva,

Likhanov,

Soldatova

et al. 2023

Obraz. nauka

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Introduction. Multiple studies advocate an importance of spatial abilities (SA) for educational and occupational success, especially in STEM. Recently an Online Short Spatial Ability Battery (OSSAB) was developed and normed for SA testing in adolescents. The battery includes mechanical reasoning, paper folding, pattern assembly, and shape rotation tests. The battery has shown good psychometric characteristics (high reliability and validity, low redundancy, discriminative power), and is available in open access and free to use.Aim. The present research aims: 1) to examine the applicability of the OSSAB for university student testing; 2) to describe its psychometric properties and structure; and 3) to investigate links between SA and educational performance.Methods. A total of 772 university students (aged from 18 to 26, mean age (SD) = 19.55 (1.51), 63.1% females) participated in the study. Participants provided information about their age, gender, university major, and academic achievement, and completed a battery of tests that included the OSSAB tests.Results. The study reports psychometric norms for using the OSSAB in university students. Students’ performance in the OSSAB was similar to that shown in previous research in adolescents in terms of means and variance. The OSSAB showed adequate psychometric properties in this sample: no floor or ceiling effects; low redundancy; moderate to high internal consistency; high discriminative power across university majors; and high external validity. The results indicated that around 6% of the students showed very high levels of SA (higher than 1.5 SD above the mean), and around 8% of students showed very low levels of SA (lower than 1.5 SD below mean). In addition, the OSSAB scores were linked to educational profile choice and exam scores, with small-to-medium effect sizes.Scientific novelty. The study provides psychometric norms for a short online open measure of spatial ability in university students.Practical significance. The OSSAB can be used to provide individual recommendations to students (e.g. SA training), to identify spatially gifted students, and for research purposes in university contexts.

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Section: Literature Reviewmentioning

confidence: 67%

Applicability of the Online Short Spatial Ability Battery to university students testing

Bartseva,

Likhanov,

Soldatova

et al. 2023

Obraz. nauka

Self Cite

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“…Кроме того, выбор стратегии зависит и от содержания самой задачи. В литературе продолжается дискуссия о том, являются ли пространственные способности Барцева К. В., Лиханов М. В., Солдатова Е. Л. М е ж д и с ц и п л и н а р н ы е и с с л е д о ва н и я к о г н и т и в н ы х п р о ц е с с о в однофакторным [9][10][11] или многофакторным [12][13][14] конструктом. Так, обсуждаются стратегии ментального вращения, навигации, пространственной визуализации, чтения карт и др., каждая из которых приблизительно соответствует определенному типу задачи.…”

Section: Introductionunclassified

Challenges and further directions of research on spatial thinking strategies

Bartseva,

Likhanov,

Soldatova

2023

Bulletin of Kemerovo State University. Series: Humanities and Social Sciences

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Spatial thinking (spatial ability) is an important predictor of success in mathematics, engineering, science and other related fields. Spatial performance is related to a large number of factors, including socio-economic and biological influences. Strategies of spatial thinking, understood as the approach, consciously or unconsciously, chosen to solve a spatial problem, is one of the factors that contribute to overall performance. The literature discusses strategies for solving different spatial tasks, including mental rotation, spatial visualisation, navigation, and mechanical reasoning, which are partly overlapping but also have some distinct features. In this review, we have summarised more than one hundred studies published in leading international journals, identified the main trends, insights and limitations of these studies, and presented possible future directions of this research area. A special emphasis is placed on the contemporary methods for studying spatial strategies, including eye tracking, neuroimaging (EEG, fMRI, fNIRS), non-invasive brain stimulation, and tracking location in space (VR mazes, GPS data). The practical significance of this research is discussed. For example, identifying strategies optimal for performance in a specific task can benefit education, engineering psychology, logistics and usability.

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“…Research has also suggested that SA can be differentially linked to verbal and spatial ability depending on the language [38][39][40][41] . For example, effects differed from 0.12 to 0.7 in the aforementioned studies as a function of the language.…”

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confidence: 99%

No evidence of a positive effect of learning Chinese language as an L2 on spatial ability

Likhanov

Bogdanova

Alenina

et al. 2023

Sci Rep

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Spatial ability (SA) was shown to be a robust predictor of success in various educational contexts, including STEM. Thus, ways to improve SA are of interest to educational psychology. There is some evidence that SA might be improved via learning character-based language, e.g. Chinese as a second language (CSL), however, the existing research is quite limited. The study aims to investigate an effect of CSL learning on SA in schoolchildren from Year 2 to Year 7. Current study employs a sample of Russian schoolchildren (N = 283), who learnt: English only, English and Spanish; or English and Chinese. Participants completed Raven’s progressive matrices and Mental rotation task at the age of 8 and again at the age of 14. Our data showed negligible group differences in the initial SA level at Year 2 (before learning second language). Similar negligible differences were found at Year 7. Regression analysis showed that SA was predicted by intelligence (Raven’s) and gender but not language learnt at both ages. This pattern of results indicates that learning a Chinese as a second language is unlikely to affect SA. Further research is needed to investigate whether other factors, such as length, intensity and context of learning, moderate this link.

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This is the way: Network perspective on targets for spatial ability development programmes

Cited by 5 publications

References 107 publications

Applicability of the Online Short Spatial Ability Battery to university students testing

Applicability of the Online Short Spatial Ability Battery to university students testing

Challenges and further directions of research on spatial thinking strategies

No evidence of a positive effect of learning Chinese language as an L2 on spatial ability

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