Argues that map skills instruction is among the broadest skill applications in the elementary school curriculum. Identifies problems encountered by elementary school children in dealing with maps and describes tasks designed to address such problems. Suggests that what teachers and curriculum developers learn from working with students can be used…

Describes a series of exploratory experiments that investigated information professionals' and geographers' use of geographic materials. Mental models used in the manipulation of geographic data are discussed; the improvement of Geographic Information Systems (GIS) is addressed; and Spotlight, a new interactive tool for exploring maps, is…

In four experiments, three, four, and five year olds were successful in solving perspective-taking problems when they were asked what object occupied a specified location with respect to a hypothetical observer. Results indicated developmental change in several important aspects of spatial performance. (BC)

Describes virtual realities as environments in which visual, aural, or other stimuli generate in the mind of the user a sense of navigable, frameless, three-dimensional space, and predicts that the availability of computer technology to create real-time, three-dimensional graphics will bring radical changes in the educational use of visualization…

Language teachers are encouraged to find innovative ways to teach vocabulary, particularly illustrating the relationships between words and spatial and temporal relationships in meaning. The concept of the teachable moment is also discussed briefly. (MSE)

Three age groups of 24 people each completed verbal word list tasks and spatial learning tasks 5 times each. Significant age differences were found for total recall and type of task. Younger subjects showed increased levels of clustering--organizing information according to semantic or spatial clusters. Age was not related to temporal order of…

This study investigated the tendency of deaf children (ages 6-13) not to spontaneously use active memory strategies such as rehearsal. Comparison of 38 deaf and 39 hearing students found that deaf students compensated for less effective rehearsal strategies by capitalizing on unique spatial features of the task. (Author/DB)

A total of 259 children between 5 and 12 years of age plotted the location and heading of an adult who was standing in their classroom onto a map of the classroom. Older children performed better than younger ones; boys performed better than girls. (MDM)

After a brief review of the contributions of factor analysis and regional analysis to the elaboration of the structures of spatial abilities, a facet design and regional model for spatial abilities are presented. A cylindrical-wedge model is proposed to represent the correlational structure of spatial ability tests. (SLD)

Studies how Singaporean children differentiate in drawing between a sphere and an elongated, straight-sided ovoid. Tests Piaget's and Inhelder's beliefs that very young children are unable to differentiate in their drawings between differently contoured shapes. Finds that children are able to show the difference in drawings between the two shapes.…

Opens with the theoretical construct of figural concepts. Argues that geometrical figures are characterized by both conceptual and sensorial properties. Investigates the effects of interaction between conceptual and figural components. Contains 19 references. (DDR)

Discusses the importance of using children's previous experiences with geometric figures to build foundations for developing geometric thinking. Describes how children's play with unit blocks can be structured to give them experiences with geometric concepts. Contains 12 references. (ASK)

Calculus students have great trouble visualizing solids of revolution and their cross sections. Illustrates the use of props in order to help students understand the solid revolution. (ASK)

Discusses the need for three-dimensional ideas in geometry. Describes a three-year sequence of projects that help develop students' spatial skills. (ASK)

Two studies with college students investigated the generalizability of the previously found suppression effect of mathematical achievement (as shown by high school grades in mathematics) on gender differences in spatial ability. The suppression effect was found to generalize to mathematically talented students and to a computerized task. (DB)