Because the absence of spatial activities in contemporary textbooks seemingly relegates visual imagery to a nonessential status, this discussion highlights the indispensable role of visual imagery within applied school mathematics learning activities. Included are examples of when imagery is used within students' daily applications and suggestions…

Presents three investigations that extend the problem of counting the number of squares on a grid in two dimensions to an analogous problem of counting the number of cubes in a three-dimensional cubic array. (MDH)

Reports a study designed to identify 9 and 11 year olds' ways of drawing nets of solids and to provide opportunities for them to reflect on their models in whole class discussions. Results indicated that children's views of solids' nets progressed from more global and holistic to more quantitative and analytic. (MDH)

Sixty-five persons with visual impairments were videotaped as they located and learned the arrangement of five objects in a novel space. Analysis of videotapes and verbal self-reports of the 15 best performing participants revealed that they implemented systematic perimeter and/or gridline patterns, utilized their canes efficiently, and…

Adolescent students of low socioeconomic status (n=120)--whose reading comprehension was behind that of their peers--were assigned to one of three experimental conditions in a six-week remedial reading program. Significant gains were found on space relations, abstract reading skills, and aspects of skilled reading for those given perceptual…

Infants of five, seven, and nine months were shown two video images on monitors placed side by side. Images were accompanied by a soundtrack that matched one of the images. Results indicated that age-related changes in infants' coordination of auditory and visual depth information took place between the ages of five and nine months. (SH)

Performance of congenitally blind children and blindfolded children was compared on tasks requiring spatial reasoning and shape recognition. Blind subjects performed at least as well as blindfolded subjects on simple two-dimensional tactual processing tasks, but less well on more complex tasks requiring them to store, compare, and label objects.…

Forty blind children and adolescents had to learn two unknown environments and then externalize the spatial representation via two methods--building a scale model and verbally estimating distances. High correlations were found between the two methods and between those methods and two systems of measuring mobility. (Author/JDD)

Tested children's ability to compute perspectives from locational and structural descriptions of scenes. Children from 4 to 10 years of age were given perspective-taking problems that involved abstract multicomponent scenes; responses entailed the reconstruction of alternate views. Four-year olds were unsuccessful; 10-year olds were successful…

Analysis of Kaufman Assessment Battery for Children (K-ABC) Sequential and Simultaneous Processing scores of 94 children (ages 6-12) with learning disabilities produced factor patterns generally supportive of the traditional K-ABC Mental Processing structure with the exception of Spatial Memory. The sample exhibited relative processing strengths…

Tested understanding of correspondence on the part of 2.5- to 3.5-year olds who watched a toy hidden in a model and tried to find an analogous toy in a room. Retrieval scores increased with increasing model-room similarity; were higher for older than younger children; and were affected by object and size similarity. (BC)

Ways in which the standards of problem solving, communication, reasoning, and connections can be incorporated into the elementary geometry curriculum are identified. Visualization of figures, conservation of area, shape and space, and multicultural study are discussed. (KR)

The purpose of this correlational study was to examine the possible relationships among children's extracurricular habits, orientations, abilities and science achievement. Results indicate that sex differences are related to social, personal, and educational factors. (KR)

Investigated gender differences in the spatial abilities of mental rotation, spatial visualization, spatial perception, and relationships between spatial abilities and spatial activity participation in 161 Norwegian technology students and 293 social science students. Implications of results for occupational performance are discussed. (SLD)

The verbal overshadowing paradigm was used with 167 undergraduates to determine whether performance across all items on Raven's Advanced Progressive Matrices was dependent on the same cognitive processes. Results clearly indicated that a subset of items was dependent on visuospatial processes, while another subset required verbal-analytic…