Recent studies on the spatial positional associated response codes (SPoARC) effect have shown that when Western adults are asked to keep in mind sequences of verbal items, they mentally spatialize them along the horizontal axis, with the initial items being associated with the left and the last items being associated with the right. The origin of…

Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on…

Drawing on dual-process theories of cognitive function, the degree to which spatial contiguity influences incidental learning outcomes was examined. It was hypothesized that spatial contiguity would mediate what was learned even in the absence of an explicit learning goal. To test this hypothesis, 149 adults completed a multimedia-related task…

There is a growing consensus that algebra is an important aspect of mathematics teaching and learning and several abilities are required in order students to have successful performance in algebra. The present study uses insights from the domain of psychology to enrich what is currently known in the domain of mathematics education about the…

Aging diversity in organizations creates potential challenges, particularly for knowledge management, skills update and skills obsolescence. Intergenerational learning (IGL) involves knowledge building, innovation and knowledge transfer between generations within an organization (Ropes 2011). Serious games refer to the use of computer games in…

We investigated whether and how student performance on three types of spatial cognition tasks differs when worked with two-dimensional or stereoscopic representations. We recruited nineteen middle school students visiting a planetarium in a large Midwestern American city and analyzed their performance on a series of spatial cognition tasks in…

Analysis of 116 students revealed those who preferred to process mathematical information by verbal-logical means outperformed more visual students on tests. Spatial ability and knowledge of spatial conventions had less influence on performance than expected. (MP)

Suggests that scientific thought experiments (TEs) draw upon three epistemological resources: conceptual-logical inferences, visual imagery, and bodily-motor experience. Argues that TEs are powerful because of students' thought capabilities related to imagination and visual imagery. Claims that TEs are not currently exploited by school learning…

A report on some pilot research which explores ways of investigating the mathematics used in two professional crafts: upholstery and gardening. The paper considers observations and conversations in the light of J. Lave and E. Wenger's theory of situated cognition. It describes a situation in which cognition had to be transferred because of a…

Television wide-angle lenses expand distances and increase apparent velocity, while long lenses compress space and reduce apparent velocity. Based on these assumptions, a study was conducted (1) to examine the ability of viewers of different ages to recognize how lenses change the "real world" they project and (2) to extend Jean Piaget's…

Thinking-aloud protocols of human problem solvers working on geometry problems are presented and discussed. Protocols were obtained from six individuals working on nine different problems in which constructions were used. Nineteen protocols are presented with annotation and discussion, and other protocols are summarized. The primary purpose of the…

A general framework is outlined for describing the relationship of cognition to brain systems. The model provides for empirical investigations at many levels--computational, chronometric, spatial imaging, and cellular--and argues for the logical interrelationship of these areas of investigation. It is applied to selective visual-spatial attention…

Presented is a review of linguistic research on children's acquisition of more/less, same/different, big/little, long/short, and similar relational and dimensional terms. The review illustrates that children's meanings for words differ from adult meanings. The nature and findings of several research projects are discussed and it is concluded that…

This study identified and examined the validity of a Brunerian theory-based, aptitude-enhancing, standardized educational simulation by assessing spatial visualization ability of students assigned to simulation and non-simulation treatment groups. Results indicate the simulation increased high aptitude learners' efficiency (and initially…

Examines the hypothesis that there are preliminary stages in problem solving that are often neglected in teaching chemistry. Discusses correlations calculated between the student's ability to handle disembedding and cognitive restructuring tasks in the spatial domain and ability to solve chemistry problems. (TW)