Development of a Test to Measure Spatial Abilities Associated with Apparel Design and Product Development

Abstract

The purpose of this study was to develop a test that measures spatial skills relative to product development and apparel design. To provide some support for content validity, the test included components of spatial products, spatial storage, and spatial thought. As evidence of the type of spatial ability measured by the test, an established test that measures spatial relations (Differential Aptitude Test-Space Relations) (DATSR) was correlated with the newly developed test. To provide preliminary statistical data regarding the test, a between-subjects design study was conducted with clothing construction/patternmaking training (none, some) as the independent variable. Dependent variables were the Apparel Spatial Visualization Test (ASVT) and the DATSR. To evidence content validity of the test, scores on the ASVT should reflect improvement in spatial abilities as a function of training. Students with some training scored higher on the ASVT but did not differ in their scores on the DATSR compared to those with no training. This provides some evidence that the ASVT measures spatial skills specific to apparel design and product development. The ASVT and the DATSR were not significantly correlated.

A Cross-cultural Comparison of The Apparel Spatial Visualization Test and Paper Folding Test

“…If the new test correlates too highly with an already available test...then the new test represents needless duplication" (Anastasi, 1954, p. 144). Workman, Caldwell, and Kallal (1999) reported Apparel Spatial Visualization Test post-test mean scores of 14.76 for college students with patternmaking training and 7.57 for those with no training. About 15% (.38 2 ) of the variance in the Apparel Spatial Visualization Test and the Paper Folding Test is common to both.…”

Przegląd badań nad związkami zdolności przestrzennych z kompetencjami z nauk ścisłych uczniów i studentów

“…Kolejnym przykładem niespecyficznego kursu może być nauka opisowej geometrii, która poprawiła u uczestników kursu ich zdolność do rotowania kwadratu w trójwymiarze (Gittler i Gluck, 1998), a więc wewnętrzno-dynamiczny typ zdolności przestrzennych. Ten sam typ zdolności uległ poprawie u studentek uczestniczących w zaję-ciach z projektowania ubrań i wzornictwa (Workman, Caldwell i Kallal, 1999).…”

Inclusive Design in Apparel Product Development for Working Women With Physical Disabilities

“…In addition, the designer would check the prototype for adherence to the principles Kallal (1999) specs, estimation of costs, standardization of fit of inclusive design. Both wear-testing and inclusive design evaluation would be additional steps not separately stated in the traditional industry product development process (see Table 2), which includes design evaluation (DeJonge, 1984), evaluation (Lamb & Kallal, 1992), evaluating and decision making (Regan, Kincade, & Sheldon, 1998), and testing (Workman et al, 1999); all of these authors advocate steps to assess the prototype within the evaluating-feasibility stage (see Table 2). (Descriptions of these six criteria are included in the Background section.)…”

“…Another important point revealed by the literature was that apparel can have rehabilitation potential for building life skills and improving self-esteem, especially if integrated with workforce training Kaiser, Freeman, & Wingate, 1985;Liskey-Fitzwater et al, 1993;Workman, Caldwell, & Kallal, 1999). For working women, apparel must perform additional psychological and physical functions for wearer and beholder (Rabolt & Drake, 1984-85).…”

“…In Step 3 (see Figure 1), wear-testing by the consumer would take place. In addition, the designer would check the prototype for adherence to the principles Kallal (1999) specs, estimation of costs, standardization of fit of inclusive design. Specifically, the designer would review the product for equitable use, flexible use, simple and intuitive use, tolerance for error, low physical effort, and size and space for use.…”