scholarly journals Unifying the Ability-as-Compensator and Ability-as-Enhancer Hypotheses

2022 ◽  
Author(s):  
Tim Kühl ◽  
Benedict C. O. F. Fehringer ◽  
Stefan Münzer
Keyword(s):  
Methodological Approach ◽  
Spatial Abilities ◽  
Spatial Task ◽  
Visual Design ◽  
Educational Materials ◽  
Pooled Data ◽  
Visual Spatial ◽  
Enhanced Learning ◽  
Linear Interactions ◽  
High Range

AbstractSpatial abilities have been found to interact with the design of visualizations in educational materials in different forms: (1) spatial abilities enhanced learning with optimized visual design (ability-as-enhancer) or (2) spatial abilities compensated for suboptimal visual design (ability-as-compensator). A brief review of pertinent studies suggests that these two forms are viewed as mutually exclusive. We propose a novel unifying conceptualization. This conceptualization suggests that the ability-as enhancer interaction will be found in the low-medium range of a broad ability continuum whereas the ability-as-compensator interaction will be found in the medium-high range. The largest difference in learning outcomes between visual design variations is expected for medium ability. A corresponding analytical approach is suggested that includes nonlinear quadratic interactions. The unifying conceptualization was confirmed in an experiment with a consistent visual-spatial task. In addition, the conceptualization was investigated with a reanalysis of pooled data from four multimedia learning experiments. Consistent with the conceptualization, quadratic interactions were found, meaning that interactions depended on ability range. The largest difference between visual design variations was obtained for medium ability, as expected. It is concluded that the unifying conceptualization is a useful theoretical and methodological approach to analyze and interpret aptitude-treatment interactions that go beyond linear interactions.

Examining Differences in Visual--Spatial Task Performance: Sport Participation and Gender

2011 ◽  
Author(s):  
Logan Kaleta ◽  
David E. Ritchie ◽  
Scott Leydig ◽  
Susana Quintana Marikle ◽  
Stephen A. Russo
Keyword(s):  
Task Performance ◽  
Sport Participation ◽  
Spatial Task ◽  
Visual Spatial ◽  
And Gender ◽  
Spatial Task Performance

Tones disrupt visual fixations and responding on a visual-spatial task.

2020 ◽  
Vol 46 (11) ◽  
pp. 1301-1312
Author(s):  
Dylan Laughery ◽  
Noah Pesina ◽  
Christopher W. Robinson
Keyword(s):  
Spatial Task ◽  
Visual Spatial ◽  
Visual Fixations

Predictors of Sat Mathematics Scores of Gifted Male and Gifted Female Adolescents

1989 ◽  
Vol 13 (2) ◽  
pp. 191-203 ◽  
Author(s):  
Shelagh A. Gallagher
Keyword(s):  
Learning Style ◽  
Spatial Task ◽  
Female Adolescents ◽  
Mathematics Scores ◽  
Cognitive Reasoning ◽  
Visual Spatial ◽  
Speed Of Response ◽  
Differential Performance ◽  
Predominant Factor ◽  
Males And Females

A regression analysis was conducted to determine the relative importance of a series of variables in the prediction of SAT-Mathematics (SAT-M) scores of gifted males and females. Among the variables considered were visual-spatial ability, cognitive reasoning ability, learning style, and SAT-Verbal (SAT-V) scores. Scores on the visual-spatial task were analyzed for speed of response as well as ability. For both sexes, reasoning skills were the predominant factor in the prediction formulas. Differences in the two formulas seemed to reflect males' greater facility with process skills necessary for the SAT-M. Implications are discussed regarding how to interpret the differential performance of gifted males and females on the SAT-M.

Effects of Musical Tempo and Mode on Arousal, Mood, and Spatial Abilities

2002 ◽  
Vol 20 (2) ◽  
pp. 151-171 ◽  
Author(s):  
Gabriela Husain ◽  
William Forde Thompson ◽  
E. Glenn Schellenberg
Keyword(s):  
Spatial Ability ◽  
Spatial Abilities ◽  
Spatial Task ◽  
Mozart Effect ◽  
Minor Mode ◽  
Musical Tempo ◽  
Slow Tempo

We examined effects of tempo and mode on spatial ability, arousal, and mood. A Mozart sonata was performed by a skilled pianist and recorded as a MIDI file. The file was edited to produce four versions that varied in tempo (fast or slow) and mode (major or minor). Participants listened to a single version and completed measures of spatial ability, arousal, and mood. Performance on the spatial task was superior after listening to music at a fast rather than a slow tempo, and when the music was presented in major rather than minor mode. Tempo manipulations affected arousal but not mood, whereas mode manipulations affected mood but not arousal. Changes in arousal and mood paralleled variation on the spatial task. The findings are consistent with the view that the "Mozart effect" is a consequence of changes in arousal and mood.

A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback

2020 ◽  
pp. 100-126
Author(s):  
James McDowell
Keyword(s):  
Cognitive Theory ◽  
Methodological Approach ◽  
Learning Assessment ◽  
Practice Research ◽  
First Year ◽  
Technology Enhanced Learning ◽  
First Year Students ◽  
Educational Applications ◽  
The Impact ◽  
Enhanced Learning

This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment, and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the cognitive theory of multimedia learning, the community of inquiry, and the conversational framework, the chapter explores contemporary research into assessment and feedback, uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video.

Visual-spatial abilities in surgical training

2000 ◽  
Vol 179 (6) ◽  
pp. 469-471 ◽  
Author(s):  
Dimitri J Anastakis ◽  
Stanley J Hamstra ◽  
Edward D Matsumoto
Keyword(s):  
Surgical Training ◽  
Spatial Abilities ◽  
Visual Spatial

scholarly journals Visual spatial attention and spatial working memory do not draw on shared capacity-limited core processes

2020 ◽  
Vol 73 (5) ◽  
pp. 799-818 ◽  
Author(s):  
Christina J Howard ◽  
Rebekah Pole ◽  
Paulina Montgomery ◽  
Amanda Woodward ◽  
Duncan Guest ◽  
...  
Keyword(s):  
Working Memory ◽  
Spatial Attention ◽  
Spatial Working Memory ◽  
Underlying Mechanism ◽  
Spatial Task ◽  
Monitoring Task ◽  
Visual Spatial ◽  
Location Binding ◽  
Load Types ◽  
Position Monitoring

The extent to which similar capacity limits in visual attention and visual working memory indicate a common shared underlying mechanism is currently still debated. In the spatial domain, the multiple object tracking (MOT) task has been used to assess the relationship between spatial attention and spatial working memory though existing results have been inconclusive. In three dual task experiments, we examined the extent of interference between attention to spatial positions and memory for spatial positions. When the position monitoring task required keeping track of target identities through colour-location binding, we found a moderate detrimental effect of position monitoring on spatial working memory and an ambiguous interaction effect. However, when this task requirement was removed, load increases in neither task were detrimental to the other. The only very moderate interference effect that remained resided in an interaction between load types but was not consistent with shared capacity between tasks—rather it was consistent with content-related crosstalk between spatial representations. Contrary to propositions that spatial attention and spatial working memory may draw on a common shared set of core processes, these findings indicate that for a purely spatial task, perceptual attention and working memory appear to recruit separate core capacity-limited processes.

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