Used two spatial and language tasks to investigate that clockwise directionality in circle drawing indicates neutral integration difficulties. Tasks were administered to 106 children, eight years of age. Data were analyzed for sex differences and circling behavior. None of the hypotheses based on Blau's theory was supported. (Author)

Indicates that spatial ability describes a variety of different behaviors and briefly reviews efforts to define intelligence factors and identify processes involved in solving tasks requiring spatial ability. (DS)

Analysis of 116 students revealed those who preferred to process mathematical information by verbal-logical means outperformed more visual students on tests. Spatial ability and knowledge of spatial conventions had less influence on performance than expected. (MP)

First-, fifth-, and eighth-grade children were asked to make bearing and distance estimates to six targets from three sighting locations in their school. Among the results, correlations between estimated and actual bearings and distances were extremely high at all grade levels. Bearing accuracy increased between first and fifth grades. (Author/RH)

Children's performances in pointing a telescope at landmarks surrounding their own neighborhood were assessed for 60 children in three age groups: first and second graders, fourth and fifth graders, and seventh and eighth graders. Among the results, sex differences both in point consistency and in the accuracy of pointings from imagined reference…

A modified viewer rotation procedure was used to contrast two possible explanations of spatial egocentrism in spatial perspective tasks. Subjects were 60 children in first, third, and fifth grades. (MP)

A battery of four tasks which measure the interhemispheric transfer of information was utilized to test the hypothesis that there will be an increase in efficiency of interhemispheric transfer with increasing age. (MP)

Understanding of the principle of verticality was tested by having 246 sixth-grade students draw a pendulum on pictures of an abstract shape similar to a steeple. Girls performed more poorly than boys. Verticality was apparently much better understood by subjects than horizontality, also tested to provide a comparison. (Author)

Reports a study of how adults form mental representations of large scale environments. Findings revealed that people use landmarks as initial anchor points and subsequently elaborate path structures. Multivariate techniques proved to be useful analytical tools. (Author/WB)

Data from a study of spatial representation in blind children were subjected to two stepwise regression analyses to determine the relationships between several subject related variables and responses to "map" (cognitive map) and "route" (sequential memory) questions about the position of furniture in a recently explored room. (Author/SBH)

Describes a simple activity using modeling clay to help biology students better understand the relationships between longitudinal, serial or cross-sections, and the entire structure from which the sections were made. (Author/SK)

Three experiments were conducted to examine the particular aspects of repeated experiences in a large-scale environment on the development of children's cognitive maps. Subjects were kindergartners and third graders. (MP)

Investigated whether or not spatial relational concepts could be taught to preschool children. Specifically examined the relative effectiveness of movement-oriented vs. verbal visual-oriented spatial training programs. (Author/SB)

A total of eighty 9-month-old infants were presented with a problem consisting of several different conditions which separated response, position on a table, and absolute spatial position as factors leading to errors in search for hidden objects. (MS)