Discusses grammatology, the theory and practice of writing. Highlights include the history of writing systems; writing and speech; integrational grammatology, which indicates that writing is a form of communication that integrates activities; spatial relations; and computer technology that blurs boundaries between reading and writing and between…

Reviews the development of spatial organization in children with blindness. Discusses the importance of motor exploration, tactual development, and spatial representation as critical factors in developing spatial and cognitive organizations of their surroundings. Suggests seven specific activities to improve spatial organization in blind children.…

Discussion of information visualization and computer graphics focuses on a study that contrasted performance in three dimensional (3D) and two dimensional zooming interactively (2.5D) virtual worlds for people with differing levels of spatial and structure learning ability. Suggests implications of individual differences for the usability and…

Examined geographical representations among children and young adults. Found that a distinct home region was apparent at age 9. At age 11, children divided North America into regions the same as university students. Children used new location information to update location estimates. Children preserved ordinal structure of initial location…

Uses spatial visualization to make connections among Zeno's paradox, geometry, fractions, infinite series, and limits. (YDS)

The study compared 9 nonretarded autistic males and 25 of their first-degree relatives with 22 control relatives, to identify potential cognitive subclinical markers in autism and differences in emotion recognition and labeling. Subjects showed an atypical cognitive profile with above average visuospatial ability and difficulty in recognizing…

Explores the role of spatial orientation skill in the solution of mathematics problems. Reports the role of estimating the approximate magnitude of a figure; demonstrating the flexibility to change; adding marks to show relationships; moving or assessing the size and shape of figure; and getting the correct answer. (YP)

In tennis as well as in other racket/paddle sports, simply watching the ball does not guarantee success in hitting the ball to the desired location. Teachers and coaches should teach players to integrate available visual, spatial, and kinesthetic information. Several drills for good ball contact are outlined. (IAH)

Describes seven spatial abilities related to mathematics including eye-motor coordination, figure-ground perception, perceptual constancy, position-in-space perception, perception of spatial relationships, visual discrimination, and visual memory. Discusses the relationship of the spatial abilities to the study of geometry. Lists 19 references.…

Ten language impaired and 10 language normal children, aged 3-5), were asked to solve verbal and nonverbal problems requiring color and size judgments. There were no group differences on the verbal tasks, but the language impaired children performed less well on the nonverbal tasks especially on problems dealing with size. (Author/DB)

Experiment One demonstrated that all six- and seven-year-old subjects and many four- and five-year-old preschool children could learn layout of large playhouse of six adjoined rooms by memorizing map. When, in Experiment Two, preschoolers carried map of entire configuration with them around larger room, they performed perfectly or almost…

Evidence is presented negating the theory that gravitoinertial force is perceived. It is suggested that spatial orientation is based on information derived from patterns of motion of the organism, the surface of support, and compensatory actions of the organism. Recommendations for further research are outlined. (SLD)

Three studies examined the hypotheses that: (1) codability and not extent of distance determines difficulty; (2) critical features and not whole objects are coded; and (3) implicit perceptual axes provide a frame of reference for coding the display. Results supporting these hypotheses are discussed in terms of a description of spatial…

Several experiments were undertaken with a total of 111 undergraduates. Subjects attempted to imagine how three-dimensional novel wire objects would appear from viewpoints other than that of the subject. Subjects were unable to perform this task without making use of strategies that circumvent the process of visualization. (TJH)

Examined expressions of spatial knowledge of first-, fourth-, and sixth-grade children who performed model construction, verbal description, and route reversal tasks after mastering a pedestrian maze. Age-related differences were found in rate of learning the maze, and equivalent abilities in sequencing intersections and route reversal. (SAK)