Investigated children's preferred learning styles when exploring spatial concepts. Found that young children first develop the spatial concept of topology, which supports Piaget's theory, followed by the concepts of position. The two separate groups of children appeared to exhibit different learning styles when exploring space concepts. (AP)

Presents arrow pattern activities to highlight geometry and spatial sense and includes discussion of using evaluation to aid instructional planning, recording each student's developmental level, how to use observations to plan follow-up lessons, and suggestions for implementation. Includes patterns to be copied onto transparencies and student…

Long-documented gaps between male and female performance on tests of spatial mathematics ability are discussed. Possible explanations are offered, and suggestions are put forth for cultivating spatial relationships ability in girls through sports and other activities. (PB)

Compared to children matched for mental or chronological age, 12 autistic children (ages 10-17) showed frontal lobe processing problems on neuropsychological tests. Subjects made more errors on the Wisconsin Card Sorting Test and the Milner Maze and took longer to complete the maze but copied a complex figure as accurately and speedily as…

Two experiments were conducted with graduate students to test hypotheses regarding the effectiveness of diagrams in which concepts were shown spatially. Response latencies were compared for problems applying kinship rules to information presented in family trees and in lists of statements, and the use of rules to compute responses was examined.…

Describes a three-week unit that explores the mathematical concept of spatial sense through literature books, moving from activities of tiling, to tessellation, to quilting, and ending with transfer of patterns to T-shirts. (BB)

Describes the construction of a device used to assist a physically disabled student with using the right-hand rule in a physics course. (WRM)

Investigates the effect of music training on 34 preschoolers' (n=175) Performance IQs based on commonalties among spatial and musical developmental progressions. Finds significantly less gain in IQ for older children in the control group; the relationship of Performance IQ to age was not significant for the treatment group. (CMK)

Explores the argument introduced by the "Mozart Effect" research: that music's positive influence on spatial-temporal reasoning should be the purpose for music education. Considers the implications by reshaping the National Standards for Music Education to fulfill the spatial-temporal rationale. Suggests how to reconcile musical and…

Collected data on twins' performance on 13 cognitive variables measured three times at three-year intervals. Twins were monozygotic or dizygotic pairs reared together or apart and were in six cohorts ranging in age from 41 through 84 years. Found stable mean cognitive performance across time on eight measures for the younger cohorts, and…

Discusses the categories of spatial thinking and explains methods for helping students develop spatial thinking skills, ask open-ended questions, and choose student-centered activities. Provides activity examples that involve spatial thinking for elementary grades. (YDS)

Examines the effects of 3 years of piano instruction on children's cognitive abilities. Finds that children's general cognitive and spatial abilities improved significantly, but those improvements were only temporary. Believes that the positive effects on the children's cognitive abilities were dependent upon their dedication to learning the…

Presents standards-based activities that include learning about an electronic card catalog by playing card games; learning to count and to recognize numerical sets by identifying real-life sets (e.g., items in the building or on the playground); and learning about estimation and spatial sense using students and a digital camera. (SM)

Effects on cognitive performance, social atmosphere, communication, motivation and aspects of strain were investigated when laptops were integrated in classrooms. According to a quasi-experimental design 27 laptop students were compared with 22 non-laptop students from the same high school, aged 17-18 years. Results of tests and questionnaires…

This study sought to determine effective teaching strategies for use with high-ability students who have spatial strengths and sequential weaknesses. Gifted students with spatial strengths and weak verbal skills often struggle in the traditional classroom. Their learning style enables them to grasp complex systems and excel at higher levels of…