The processing of a transitivity task by 7-, 9-, 11-, and 13-year-old learning disabled children was studied. All Ss, regardless of age, received highest scores on tasks involving linguistic input. There was no evidence of a developmental shift from spatial into linguistic reasoning. (Author/SEW)

With first-grade and college students, examines barrier effects as a function of the task used to assess subjects' cognitive maps. One group, asked to give rank-ordering judgments, had to keep an entire spatial layout in mind. The second group made direct estimates of the distance between two objects. (RH)

Gender differences in predicting displaced volume did not reflect gender differences in spatial ability, field-dependence-independence, or Piagetian formal reasoning. In addition, gender differences were not accounted for by science and math course-taking experience. (Author/PN)

Among the many theories attempting to explain sex differences in spatial ability, one of the most highly researched is the X-linked recessive gene theory. This is a review of the major research done on that theory and shows the conflicting nature of the results. (Author)

Determined if retention capacities of learning disabled children with strong visual-spatial skills/weak verbal skills would improve if verbal material was presented within musical contexts. Visual-spatial group subjects obtained significantly higher recognition scores when lyrics were sung rather than spoken whether instrumental musical…

Outlines some problems in using a linear model of information processing for studying learning difficulties in the subnormal and severely subnormal and suggests new paradigms to compensate for these difficulties. (MP)

Research in progress on some unresolved issues regarding the relationship of cognitive development and language acquisition is reported, especially the relationship between conservation of length and knowledge of relevant comparative dimensional adjectives. Much further investigation is recommended and possible educational implications are…

A discussion is given concerning possible interactions of balance with spatial ability and M-space, i.e., the span of short-term memory. Thirty graduate statistics students were the subjects in an investigation that revealed a sizable Balance by spatial by M-space triple interaction. (Author/AH)

These studies confirm the view that the "air gap" phenomenon, which refers to the area that remains when ground and sky lines are constructed at the bottom and top of a drawing, is commonly found in the free drawings of middle and later childhood, but that it is readily abandoned when task demands are modified accordingly. (Author/DB)

Statistical Analysis of WISC, WISC-R, and WPPSI subtest scores uncovered evidence of an Indian Wechsler Scale performance pattern different from that found in normal and learning disabled groups. The Indian pattern finds spatial abilities more well-developed than sequencing skills, which are superior to conceptual and acquired knowledge…

Evidence for discrepancy in mathematics performance between boys and girls is examined. Arguments suggesting that spatial ability is a primary genetic factor in mathematical achievement are considered, as are arguments based on social conditioning. It is concluded that cultural and social attitudes are the likely factors in girls' mathematical…

Preference for personal space was related in this study to psychological maladjustment, aggressiveness, and body experience. Results indicated that individuals who tend to be maladjusted and individuals who tend to be aggressive preferred more personal space in face-to-face encounters in which the S was approached by a stranger. (Author)

Suggests methods to test whether students have acquired a sense of place or spatial understanding. Knowledge of the concepts of map representation, the region, man/land notations, spatial relations, location, and scale are vital to geographic understanding. Concludes that geographic ideas should relate to particular maps. (Author/KC)

Spatial span (Corsi's block tapping) and verbal span (Wechsler Digits Forward) were measured in 1113 children (ages 4-10) from urban and rural districts of Italy. The urban group performed significantly better on both tests. Sex differences, favoring boys, were found only on the spatial span test. (Author/SJL)

Sixty-four 3- and 4-year-olds were asked to identify another's view of a spatial array either verbally or by picture selection. Results indicate that verbalization leads to substantially more correct responses. Girls' performance was significantly better than boys' performance across both response modes. (Author/DB)