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Todd M Hoagland - One of the best experts on this subject based on the ideXlab platform.
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effect of visual Spatial Ability on medical students performance in a gross anatomy course
2012Co-Authors: Rebecca S Lufler, Ann Zumwalt, Carla A Romney, Todd M HoaglandAbstract:The Ability to mentally manipulate objects in three dimensions is essential to the practice of many clinical medical specialties. The relationship between this type of visual–Spatial Ability and performance in preclinical courses such as medical gross anatomy is poorly understood. This study determined if visual–Spatial Ability is associated with performance on practical examinations, and if students' visual–Spatial Ability improves during medical gross anatomy. Three hundred and fifty-two first-year medical students completed the Mental Rotations Test (MRT) before the gross anatomy course and 255 at its completion in 2008 and 2009. Hypotheses were tested using logistic regression analysis and Student's t-test. Compared with students in the lowest quartile of the MRT, students who scored in the highest quartile of the MRT were 2.2 [95% confidence interval (CI) 1.2 and 3.8] and 2.1 (95% CI 1.2 and 3.5) times more likely to score greater than 90% on practical examinations and on both practical and written examinations, respectively. MRT scores for males and females increased significantly (P < 0.0001). Measurement of students' pre-existing visual–Spatial Ability is predictive of performance in medical gross anatomy, and early intervention may be useful for students with low visual–Spatial Ability on entry to medical school. Participation in medical gross anatomy increases students' visual–Spatial Ability, although the mechanism for this phenomenon is unknown. Anat Sci Educ. © 2011 American Association of Anatomists.
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effect of visual Spatial Ability on medical students performance in a gross anatomy course
2012Co-Authors: Rebecca S Lufler, Ann Zumwalt, Carla A Romney, Todd M HoaglandAbstract:The Ability to mentally manipulate objects in three dimensions is essential to the practice of many clinical medical specialties. The relationship between this type of visual-Spatial Ability and performance in preclinical courses such as medical gross anatomy is poorly understood. This study determined if visual-Spatial Ability is associated with performance on practical examinations, and if students' visual-Spatial Ability improves during medical gross anatomy. Three hundred and fifty-two first-year medical students completed the Mental Rotations Test (MRT) before the gross anatomy course and 255 at its completion in 2008 and 2009. Hypotheses were tested using logistic regression analysis and Student's t-test. Compared with students in the lowest quartile of the MRT, students who scored in the highest quartile of the MRT were 2.2 [95% confidence interval (CI) 1.2 and 3.8] and 2.1 (95% CI 1.2 and 3.5) times more likely to score greater than 90% on practical examinations and on both practical and written examinations, respectively. MRT scores for males and females increased significantly (P < 0.0001). Measurement of students' pre-existing visual-Spatial Ability is predictive of performance in medical gross anatomy, and early intervention may be useful for students with low visual-Spatial Ability on entry to medical school. Participation in medical gross anatomy increases students' visual-Spatial Ability, although the mechanism for this phenomenon is unknown.
Camilla Persson Benbow - One of the best experts on this subject based on the ideXlab platform.
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creativity and technical innovation Spatial Ability s unique role
2013Co-Authors: Harrison J Kell, David Lubinski, Camilla Persson Benbow, James H SteigerAbstract:In the late 1970s, 563 intellectually talented 13-year-olds (identified by the SAT as in the top 0.5% of Ability) were assessed on Spatial Ability. More than 30 years later, the present study evaluated whether Spatial Ability provided incremental validity (beyond the SAT’s mathematical and verbal reasoning subtests) for differentially predicting which of these individuals had patents and three classes of refereed publications. A two-step discriminant-function analysis revealed that the SAT subtests jointly accounted for 10.8% of the variance among these outcomes (p < .01); when Spatial Ability was added, an additional 7.6% was accounted for—a statistically significant increase (p < .01). The findings indicate that Spatial Ability has a unique role in the development of creativity, beyond the roles played by the abilities traditionally measured in educational selection, counseling, and industrial-organizational psychology. Spatial Ability plays a key and unique role in structuring many important psychologi...
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Spatial Ability for stem domains aligning over 50 years of cumulative psychological knowledge solidifies its importance
2009Co-Authors: David Lubinski, Camilla Persson BenbowAbstract:The importance of Spatial Ability in educational pursuits and the world of work was examined, with particular attention devoted to STEM (science, technology, engineering, and mathematics) domains. Participants were drawn from a stratified random sample of U.S. high schools (Grades 9–12, N 400,000) and were tracked for 11 years; their longitudinal findings were aligned with pre-1957 findings and with contemporary data from the Graduate Record Examination and the Study of Mathematically Precocious Youth. For decades, Spatial Ability assessed during adolescence has surfaced as a salient psychological attribute among those adolescents who subsequently go on to achieve advanced educational credentials and occupations in STEM. Results solidify the generalization that Spatial Ability plays a critical role in developing expertise in STEM and suggest, among other things, that including Spatial Ability in modern talent searches would identify many adolescents with potential for STEM who are currently being missed.
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Spatial Ability a neglected dimension in talent searches for intellectually precocious youth
2007Co-Authors: Rose Mary Webb, David Lubinski, Camilla Persson BenbowAbstract:Students identified by talent search programs were studied to determine whether Spatial Ability could uncover math-science promise. In Phase 1, interests and values of intellectually talented adolescents (617 boys, 443 girls) were compared with those of top math-science graduate students (368 men, 346 women) as a function of their standing on Spatial visualization to assess their potential fit with math-science careers. In Phase 2, 5-year longitudinal analyses revealed that Spatial Ability coalesces with a constellation of personal preferences indicative of fit for pursuing scientific careers and adds incremental validity beyond preferences in predicting math-science criteria. In Phase 3, data from participants with Scholastic Aptitude Test (SAT) scores were analyzed longitudinally, and a salient math-science constellation again emerged (with which Spatial Ability and SAT-Math were consistently positively correlated and SAT-Verbal was negatively correlated). Results across the 3 phases triangulate to suggest that adding Spatial Ability to talent search identification procedures (currently restricted to mathematical and verbal Ability) could uncover a neglected pool of math-science talent and holds promise for refining our understanding of intellectually talented youth.
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importance of assessing Spatial Ability in intellectually talented young adolescents a 20 year longitudinal study
2001Co-Authors: Daniel L Shea, David Lubinski, Camilla Persson BenbowAbstract:At age 13, 393 boys and 170 girls scoring at the top 0.5% in general intelligence completed the Scholastic Assessment Test Mathematics (SAT-M) and Verbal (SAT-V) subtests and the Differential Aptitude Test (DAT) Space Relations (SR) and Mechanical Reasoning (MR) subtests. Longitudinal data were collected through follow-up questionnaires completed at ages 18, 23, and 33. Multivariate statistical methods were employed using the SAT-M, SAT-V, and a DAT (SR + MR) composite to predict a series of developmentally sequenced educational-vocational outcomes: (a) favorite and least favorite high school class, (b) undergraduate degree field, (c) graduate degree field, and (d) occupation at age 33. Spatial Ability added incremental validity to SAT-M and SAT-V assessments in predicting educational-vocational outcomes over these successive time frames. It appears that Spatial Ability assessments can complement contemporary talent search procedures. The amount of lost potential for artistic, scientific, and technical disciplines that results from neglecting this critical dimension of nonverbal ideation is discussed.
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the influence of Spatial Ability on gender differences in mathematics college entrance test scores across diverse samples
1995Co-Authors: Beth M Casey, Ronald L Nuttall, Elizabeth Pezaris, Camilla Persson BenbowAbstract:The relationship between mental rotation Ability and gender differences in Scholastic Aptitude Test-Math (SAT-M) across diverse samples was investigated. Talented preadolescents, college students, and high- and low-Ability college-bound youths, totaling 760, were administered the Vandenberg Mental Rotation Test. Gender comparisons showed male outperforming female students in both mental rotation and SAT-M for all 3 high-Ability groups but not for the low-Ability group. For all female samples, mental rotation predicted math aptitude even when SAT-Verbal was entered first into the regression. For male samples, the relationship varied as a function of sample. When mental rotation Ability was statistically adjusted for, the significant gender difference in SAT-M was eliminated for the college sample and the high-Ability college-bound students. This suggests that Spatial Ability may be responsible in part for mediating gender differences in math aptitude among these groups.
David Lubinski - One of the best experts on this subject based on the ideXlab platform.
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creativity and technical innovation Spatial Ability s unique role
2013Co-Authors: Harrison J Kell, David Lubinski, Camilla Persson Benbow, James H SteigerAbstract:In the late 1970s, 563 intellectually talented 13-year-olds (identified by the SAT as in the top 0.5% of Ability) were assessed on Spatial Ability. More than 30 years later, the present study evaluated whether Spatial Ability provided incremental validity (beyond the SAT’s mathematical and verbal reasoning subtests) for differentially predicting which of these individuals had patents and three classes of refereed publications. A two-step discriminant-function analysis revealed that the SAT subtests jointly accounted for 10.8% of the variance among these outcomes (p < .01); when Spatial Ability was added, an additional 7.6% was accounted for—a statistically significant increase (p < .01). The findings indicate that Spatial Ability has a unique role in the development of creativity, beyond the roles played by the abilities traditionally measured in educational selection, counseling, and industrial-organizational psychology. Spatial Ability plays a key and unique role in structuring many important psychologi...
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Spatial Ability and stem a sleeping giant for talent identification and development
2010Co-Authors: David LubinskiAbstract:Abstract Spatial Ability is a powerful systematic source of individual differences that has been neglected in complex learning and work settings; it has also been neglected in modeling the development of expertise and creative accomplishments. Nevertheless, over 50 years of longitudinal research documents the important role that Spatial Ability plays in educational and occupational settings wherein sophisticated reasoning with figures, patterns, and shapes is essential. Given the contemporary push for developing STEM (science, technology, engineering, and mathematics) talent in the information age, an opportunity is available to highlight the psychological significance of Spatial Ability. Doing so is likely to inform research on aptitude-by-treatment interactions and Underwood’s (1975) idea to utilize individual differences as a crucible for theory construction. Incorporating Spatial Ability in talent identification procedures for advanced learning opportunities uncovers an under-utilized pool of talent for meeting the complex needs of an ever-growing technological world; furthermore, selecting students for advanced learning opportunities in STEM without considering Spatial Ability might be iatrogenic.
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Spatial Ability for stem domains aligning over 50 years of cumulative psychological knowledge solidifies its importance
2009Co-Authors: David Lubinski, Camilla Persson BenbowAbstract:The importance of Spatial Ability in educational pursuits and the world of work was examined, with particular attention devoted to STEM (science, technology, engineering, and mathematics) domains. Participants were drawn from a stratified random sample of U.S. high schools (Grades 9–12, N 400,000) and were tracked for 11 years; their longitudinal findings were aligned with pre-1957 findings and with contemporary data from the Graduate Record Examination and the Study of Mathematically Precocious Youth. For decades, Spatial Ability assessed during adolescence has surfaced as a salient psychological attribute among those adolescents who subsequently go on to achieve advanced educational credentials and occupations in STEM. Results solidify the generalization that Spatial Ability plays a critical role in developing expertise in STEM and suggest, among other things, that including Spatial Ability in modern talent searches would identify many adolescents with potential for STEM who are currently being missed.
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Spatial Ability a neglected dimension in talent searches for intellectually precocious youth
2007Co-Authors: Rose Mary Webb, David Lubinski, Camilla Persson BenbowAbstract:Students identified by talent search programs were studied to determine whether Spatial Ability could uncover math-science promise. In Phase 1, interests and values of intellectually talented adolescents (617 boys, 443 girls) were compared with those of top math-science graduate students (368 men, 346 women) as a function of their standing on Spatial visualization to assess their potential fit with math-science careers. In Phase 2, 5-year longitudinal analyses revealed that Spatial Ability coalesces with a constellation of personal preferences indicative of fit for pursuing scientific careers and adds incremental validity beyond preferences in predicting math-science criteria. In Phase 3, data from participants with Scholastic Aptitude Test (SAT) scores were analyzed longitudinally, and a salient math-science constellation again emerged (with which Spatial Ability and SAT-Math were consistently positively correlated and SAT-Verbal was negatively correlated). Results across the 3 phases triangulate to suggest that adding Spatial Ability to talent search identification procedures (currently restricted to mathematical and verbal Ability) could uncover a neglected pool of math-science talent and holds promise for refining our understanding of intellectually talented youth.
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importance of assessing Spatial Ability in intellectually talented young adolescents a 20 year longitudinal study
2001Co-Authors: Daniel L Shea, David Lubinski, Camilla Persson BenbowAbstract:At age 13, 393 boys and 170 girls scoring at the top 0.5% in general intelligence completed the Scholastic Assessment Test Mathematics (SAT-M) and Verbal (SAT-V) subtests and the Differential Aptitude Test (DAT) Space Relations (SR) and Mechanical Reasoning (MR) subtests. Longitudinal data were collected through follow-up questionnaires completed at ages 18, 23, and 33. Multivariate statistical methods were employed using the SAT-M, SAT-V, and a DAT (SR + MR) composite to predict a series of developmentally sequenced educational-vocational outcomes: (a) favorite and least favorite high school class, (b) undergraduate degree field, (c) graduate degree field, and (d) occupation at age 33. Spatial Ability added incremental validity to SAT-M and SAT-V assessments in predicting educational-vocational outcomes over these successive time frames. It appears that Spatial Ability assessments can complement contemporary talent search procedures. The amount of lost potential for artistic, scientific, and technical disciplines that results from neglecting this critical dimension of nonverbal ideation is discussed.
Rebecca S Lufler - One of the best experts on this subject based on the ideXlab platform.
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effect of visual Spatial Ability on medical students performance in a gross anatomy course
2012Co-Authors: Rebecca S Lufler, Ann Zumwalt, Carla A Romney, Todd M HoaglandAbstract:The Ability to mentally manipulate objects in three dimensions is essential to the practice of many clinical medical specialties. The relationship between this type of visual–Spatial Ability and performance in preclinical courses such as medical gross anatomy is poorly understood. This study determined if visual–Spatial Ability is associated with performance on practical examinations, and if students' visual–Spatial Ability improves during medical gross anatomy. Three hundred and fifty-two first-year medical students completed the Mental Rotations Test (MRT) before the gross anatomy course and 255 at its completion in 2008 and 2009. Hypotheses were tested using logistic regression analysis and Student's t-test. Compared with students in the lowest quartile of the MRT, students who scored in the highest quartile of the MRT were 2.2 [95% confidence interval (CI) 1.2 and 3.8] and 2.1 (95% CI 1.2 and 3.5) times more likely to score greater than 90% on practical examinations and on both practical and written examinations, respectively. MRT scores for males and females increased significantly (P < 0.0001). Measurement of students' pre-existing visual–Spatial Ability is predictive of performance in medical gross anatomy, and early intervention may be useful for students with low visual–Spatial Ability on entry to medical school. Participation in medical gross anatomy increases students' visual–Spatial Ability, although the mechanism for this phenomenon is unknown. Anat Sci Educ. © 2011 American Association of Anatomists.
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effect of visual Spatial Ability on medical students performance in a gross anatomy course
2012Co-Authors: Rebecca S Lufler, Ann Zumwalt, Carla A Romney, Todd M HoaglandAbstract:The Ability to mentally manipulate objects in three dimensions is essential to the practice of many clinical medical specialties. The relationship between this type of visual-Spatial Ability and performance in preclinical courses such as medical gross anatomy is poorly understood. This study determined if visual-Spatial Ability is associated with performance on practical examinations, and if students' visual-Spatial Ability improves during medical gross anatomy. Three hundred and fifty-two first-year medical students completed the Mental Rotations Test (MRT) before the gross anatomy course and 255 at its completion in 2008 and 2009. Hypotheses were tested using logistic regression analysis and Student's t-test. Compared with students in the lowest quartile of the MRT, students who scored in the highest quartile of the MRT were 2.2 [95% confidence interval (CI) 1.2 and 3.8] and 2.1 (95% CI 1.2 and 3.5) times more likely to score greater than 90% on practical examinations and on both practical and written examinations, respectively. MRT scores for males and females increased significantly (P < 0.0001). Measurement of students' pre-existing visual-Spatial Ability is predictive of performance in medical gross anatomy, and early intervention may be useful for students with low visual-Spatial Ability on entry to medical school. Participation in medical gross anatomy increases students' visual-Spatial Ability, although the mechanism for this phenomenon is unknown.
Tim N Hoffler - One of the best experts on this subject based on the ideXlab platform.
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the role of Spatial Ability in learning from instructional animations evidence for an Ability as compensator hypothesis
2011Co-Authors: Tim N Hoffler, Detlev LeutnerAbstract:In two experiments, the role of Spatial Ability in learning from an instructional animation versus a series of static pictures was studied. In both experiments, a statistical interaction of Spatial Ability and type of visualization was obtained: Low-Spatial Ability students showed poor learning outcome when learning from pictures while high-Spatial students did not; when learning from animation, however, learning outcome was independent from Spatial Ability. The results are in line with an Ability-as-compensator hypothesis which states that constructing mental animations from non-dynamic materials needs Spatial Ability; with animated learning materials, however, Spatial Ability is not required. No overall differences between static pictures and animation were found.
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Spatial Ability its influence on learning with visualizations a meta analytic review
2010Co-Authors: Tim N HofflerAbstract: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.
