Non-conserver children have been shown to progress in a spatial transformation task if the material is socially marked, i.e., when there is a correspondence between the cognitive relations and some social relation (Doise and Mugny, 1981). The present experiment was designed to assess the efficacy of social marking when the social necessity of…

The bibliography lists approximately 150 references (1973-1983) on orientation and mobility for visually impaired individuals. Citations are organized alphabetically by author's name within five major topic areas: general works, manuals and curriculum guides, research literature, mobility for special populations (multiple disabilities, children…

The article describes tasks that promote perceptual motor coordination in handicapped students. An introductory section provides suggestions for implementation and charts the activities in terms of emphasis on visual tracking, visual discrimination and/or copying of forms, spatial body perception, fine motor coordination, tactile discrimination,…

The proposal outlines a study to assess the role of computers in assessing and instructing students with severe cerebral palsy in spatial and communication skills. The computer's capacity to make learning interesting and challenging to the severely disabled student is noted, along with its use as a diagnostic tool. Implications for theories on…

The relationship of lateral awareness and directionality with intellectual ability, academic achievement, and age was investigated with 288 first through third grade elementary school children. With the exception of first graders, Ss were administered three tests: the Lockavitch Test for Lateral Awareness and Directionality (LTLAD), the Short Form…

Discuss seven basic intellectual competencies possessed by all human beings: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal. Because I.Q. tests can measure only the first two qualities, this interview suggests evaluating schools by quality of educational experiences and students by project…

The acquisition of spatial terms in the language development of young children is examined. Two primary theories of word meaning and concept acquisition are reviewed, followed by a summary of current developmental research on spatial terms and factors influencing acquisition. Finally, guidelines for the assessment and teaching of spatial terms are…

Investigated spatial thinking abilities of sixth- and tenth-grade students from two locales--a school on the Navajo reservation and schools in Mesa, Arizona. Overall findings support the contention that there were no substantial time delays or advances in development of selected spatial abilities of Navajo students compared to parallel non-Indian…

Some activities are provided to help students develop a conceptual understanding of perimeter, area, and volume, as well as developing skills in spatial visualization and formulating generalizations. (MNS)

Examines 3-month-old infants' perception of "camouflaged" forms that were only visible when moving. Shows infants effectively use kinetic information to organize visual input in higher-order structures. (HOD)

Second and third graders and fifth and sixth graders were tested in a very large, unfamiliar environment to determine the relation of their knowledge of an abstract reference frame to performance on a spatial inference task. (HOD)

Three experiments with observers aged 6 to 21 years of age examined the integration of shape information over successive glances. Results indicated age-related improvements in the sequential integration of shape information, both when integration occurs through successive glimpses over space and when information is separated only in time. (HOD)

The evidence suggests that students in grades 5 through 8 have difficulty relating isometric type drawings to the rectangular solids they represent. Errors made by students were analyzed and the effect of instruction in spatial visualization activities assessed. (MNS)

The relationship between eight skills and one concept used on maps and their companion spatial abilities in mathematics are presented and discussed: symbols, perspective, location, direction, distance, relief, elevation, scale, and territoriality. (MNS)

Thirty-four third graders matched 14 foldout shapes (nets) with seven polyhedra. They had more success associating nets containing triangular regions than nets with only rectangular regions. It was easier to identify nets of pyramids and of a triangular prism when the lateral faces were distributed around the bases. (MNS)