This study tested whether mental rotation performance of 186 high school students (80 males and 106 females) in grades 9 through 12 in art and nonart classes on Vandenbergs Mental Rotations test (S. Vandenberg and Kuse, 1978) was affected by gender, visual-spatial activities, strategies used while performing the test, and the ease of test taking.…

Discusses the impact and effects of many hours of interaction with computerized video games on the acquisition and development of spatial visualization skills and their relationship to mathematical and scientific aptitude. Sex differences in spatial ability and learning of spatial visualization skills are discussed, and references are listed. (EAO)

Examines the hypothesis that errors in children's drawings of objects in anticipated states of rotation result from their inability to imagine the objects in those states. The hypothesis was tested by comparing children's performances on a drawing version and a reaction-time version of a rotating squares task. (Author/RH)

When 1,201 males and 1,145 females responded to a range of spatial questions, males significantly outperformed females on 25 of 72 occasions. On no occasion did females significantly outperform males. Wattanawaha's system for classifying spatial tasks was used to identify qualitative differences in performances of males and females. (Author/CM)

While only minor differences in behavioral organization and efficiency were found between males and females, girls with lower neurological status showed more signs of lack of motor inhibition. No effect was found for time-pressure for groups with a different neurological status. (MP)

Extends earlier studies investigating possible relationships between student aptitudes and different modes of mathematical instruction. In the study, college students were exposed to either a verbal-pictorial-numeric treatment or a verbal-symbolic-numeric treatment in quadratic inequalities. Interactions between instructional treatment and…

Explores determinants of successful reading remediation by investigating relationship between client reading processes and gains made in silent reading comprehension. Students (28 subjects, grades two-nine) who recalled a high percentage of inferential information appeared more amenable to clinical remediation. Perception connectives use was also…

Examined the expectancies of success, evaluations of performance, and achievement-related attributions about tasks that typically show sex differences. Results suggest that there are generalized, rather than task specific, sex differences in achievement expectancies, evaluations, and attributions. (Author/GC)

In this study with four sections of preservice teachers, both spatial visualization and cognitive development correlated significantly with achievement. However, in an analysis of variance, only cognitive development was significant, and no interaction was found. Spatial visualization was greater at the end of the geometry course than at the…

Three experiments involved imagining the result of either an array rotating relative to a fixed viewer or a viewer rotating relative to a fixed array. The data suggested that adults use literal, concrete strategies to solve these problems. (Author/PN)

Investigates if instruction in spatial visualization has different delayed effects on boys and girls, and whether girls and boys comparably retain spatial skills over time developed through instruction. Results indicate instruction for both sexes can improve spatial visualization abilities, with no sex differences found in learning or retention.…

Compared lateral preference patterns for normal and learning-disabled children. Results indicated that learning-disabled children were more bilateral on factors involving visually fine motor activity, listening, and fine motor foot preference. Also studied the verbal-spatial abilities of learning-disabled children classified as normal or…

This article briefly looks at research into three of the ways in which the arts promote cognitive development--through the use of fantasy, the use of imagery, and the use of a variety of media. This research indicates that retaining the arts in education is essential. (Author/SJL)

Results suggested that when role taking is viewed as requiring a shift to less subjective views, different types of role-taking skills (communicative, spatial, relational, and cognitive) are moderately related. Results also indicated intellectual ability underlies these role-taking skills. (Author/DB)

This article describes a study concerning temporary territories in public settings. Implications of the results for territorial typologies, animal-human territorial differences, and future research on human territoriality are outlined. (Author/SA)