Durable and generalized effects of spatial experience on mental rotation: gender differences in growth patterns

Terlecki, Melissa; Newcombe, Nora S.; Little, Michelle

doi:10.1002/acp.1420

Cited by 268 publications

(236 citation statements)

References 33 publications

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“…However, fast visuomotor control is necessary and, after practice, a shift from controlled to automatic processing (Schneider & Chein, 2003) occurs, resulting in improved play. Proficiency in Tetris does transfer to similar tasks such as mental rotation (De Lisi & Wolford, 2002;Sims & Mayer, 2002;Terlecki Newcombe, & Little, 2008), but playing Tetris does not develop basic skills like spatial selective attention (Green & Bavelier, 2003) or dissimilar skills like multiple-object tracking (Green & Bavelier, 2006). Indeed, Sims and Mayer (2002) concluded that "Tetris is a game whose component skills are somewhat separate from other kinds of spatial skills."…”

Section: Video Games As Training Toolsmentioning

confidence: 99%

Women match men when learning a spatial skill.

Spence

Feng

et al. 2009

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Meta-analytic studies have concluded that although training improves spatial cognition in both sexes, the male advantage generally persists. However, because some studies run counter to this pattern, a closer examination of the anomaly is warranted. The authors investigated the acquisition of a basic skill (spatial selective attention) using a matched-pair two-wave longitudinal design. Participants were screened with the use of an attentional visual field task, with the objective of selecting and matching 10 male-female pairs, over a wide range (30% to 57% correct). Subsequently, 20 participants 17-23 years of age (selected from 43 screened) were trained for 10 hr (distributed over several sessions) by playing a first-person shooter video game. This genre is known to be highly effective in enhancing spatial skills. All 20 participants improved, with matched members of the male-female pairs achieving very similar gains, independent of starting level. This is consistent with the hypothesis that the learning trajectory of women is not inferior to that of men when acquiring a basic spatial skill. Training methods that develop basic spatial skills may be essential to achieve gender parity in both basic and complex spatial tasks.

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Section: Video Games As Training Toolsmentioning

confidence: 99%

Women match men when learning a spatial skill.

Spence

Feng

et al. 2009

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…One such factor may lie in males experiencing more activities that involve spatial thinking compared to females (such as playing video games [79][80][81]). Another factor is suggested by studies [82,83], showing that instruction-induced expectations Running head: DEVELOPMENT OF MENTAL TRANSFORMATION ABILITIES 15 about gender differences can affect performance.…”

Section: Box 2 Sex Differencesmentioning

confidence: 99%

“…One such factor may lie in males experiencing more activities that involve spatial thinking compared to females (such as playing video games [79][80][81] …”

Section: Box 1 Distinctive Stimulus Featuresmentioning

confidence: 99%

Development of mental transformation abilities

Frick

Möhring

Newcombe

2014

Trends in Cognitive Sciences

Self Cite

129

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Mental representation and transformation of spatial information is often examined with mental rotation tasks, which require deciding whether a rotated image is the same or the mirror version of an upright image. Recent research with infants shows early discrimination of objects from mirror image versions. However, even at age 4, many children perform near chance level on more standard measures. Similar age discrepancies can be observed in other domains, including perspective taking, theory of mind, and intuitive physics. These paradoxical results raise the questions of how performance relates to competence, and how to conceptualize developmental change.There may be a common underlying mechanism: the development of the ability to imagine things and mentally transform them in a prospective fashion. Keywords: cognitive development, mental rotation, theory of mind, intuitive physics, perspective taking, simulationRunning head: DEVELOPMENT OF MENTAL TRANSFORMATION ABILITIES 3 One of the most impressive skills of the human species is an ability to represent and mentally transform the shapes of objects. People can generate mental images of twodimensional shapes or three-dimensional objects, and can transform them in various ways, e.g., rotating, bending, or folding them [1]. Such flexible representations are vital for making predictions regarding the positions of moving objects, for example to avoid collisions when crossing a street. They also allow for anticipating the effects of actions when manipulating objects or using tools. Furthermore, the ability to perform mental spatial transformations predicts number and math skills [2,3]. Thus, determining the origins and development of mental transformations is a central and topical problem in cognitive science, with translational implications for intervention. However, research on this issue has led to paradoxical findings, with infants showing remarkable abilities but young children failing on seemingly similar tasks. In the present article we put these contrasting results in context with similar findings in other domains, and suggest an underlying mechanism. Age Discrepancies in Mental TransformationMuch of the previous research on mental transformation has focused on a specific kind of spatial transformation, termed mental rotation (MR), which refers to imagining a rotational movement of an object (or array of objects) in 2-or 3-dimensional space. In a classic MR task [4], participants must decide whether a rotated image is the same as a comparison image, or its mirror image. In developmental research, this paradigm has been adapted for the use with children and even infants, with oddly contrasting results. Studies with Preschoolers and Young ChildrenRunning head: DEVELOPMENT OF MENTAL TRANSFORMATION ABILITIES 4 Although Marmor [5,6] found that 4-to 5-year-olds were able to perform MR, there has been controversy about her conclusions [7]. A follow-up study employing the same procedure with different stimuli failed to replicate Marmor's results [8]. Other studie...

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“…A series of group difference and individual difference factors are of interest to us, such as whether people who are good "mental rotators", thus having high spatial competencies, might also rotate a digital map display more often, as previous work by Cohen and Hegarty (2007) suggests. A related question particularly relevant for 3D geo-browsers is whether participants who rotate paper maps when navigating in the real-world (Lobben 2004(Lobben , 2007, would also rotate an interactive map display more often when navigating in a digital world, or how familiarity with video games might influence the efficiency and effectiveness of decision making with interactive 3D displays, as shown by several authors outside of cartography (Feng et al 2007;Terlecki et al 2008). Furthermore, we ask whether experienced 3D geo-browser users might also tilt the display more often compared to 3D geo-browser novices, as Abend et al (2011) have shown.…”

Section: Empirical Studymentioning

confidence: 99%

“…In this context, Hegarty (2010) also mentions the influence of playing video games on spatial intelligence. While males seem to have significant advantages in mental rotation abilities (Linn and Petersen 1985;Voyer and Saunders 2004), gender differences in mental rotation can be reduced by playing video games for ten hours (Feng et al 2007;Terlecki et al 2008).…”

Section: Related Workmentioning

confidence: 99%

How users interact with a 3D geo-browser under time pressure

Wilkening¹,

Fabrikant

2013

Cartography and Geographic Information Science

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Interactive 3D geo-browsers, also known as globe viewers, are popular, because they are easy and fun to use. However, it is still an open question whether highly interactive, 3D geographic data browsing, and visualization displays support effective and efficient spatio-temporal decision making. Moreover, little is known about the role of time constraints for spatio-temporal decision-making in an interactive, 3D context. In this article, we present an empirical approach to assess the effect of decision-time constraints on the quality of spatio-temporal decision-making when using 3D geo-browsers, such as GoogleEarth, in 3D task contexts of varying complexity. Our experimental results suggest that while, overall, people interact more with interactive geo-browsers when not under time pressure, this does not mean that they are also more accurate or more confident in their decisions when solving typical 3D cartometric tasks. Surprisingly, we also find that 2D interaction capabilities (i.e., zooming and panning) are more frequently used for 3D tasks than 3D interaction tools (i.e., rotating and tilting), regardless of time pressure. Finally, we find that background and training of tested users do not seem to influence 3D task performance. In summary, our study does not provide any evidence for the added value of using interactive 3D globe viewers when needing to solve 3D cartometric tasks with or without time pressure. PLEASE SCROLL DOWN FOR ARTICLETaylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http:// www.tandfonline.com/page/terms-and-conditions Interactive 3D geo-browsers, also known as globe viewers, are popular, because they are easy and fun to use. However, it is still an open question whether highly interactive, 3D geographic data browsing, and visualization displays support effective and efficient spatio-temporal decision making. Moreover, little is known about the role o...

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Durable and generalized effects of spatial experience on mental rotation: gender differences in growth patterns

Cited by 268 publications

References 33 publications

Women match men when learning a spatial skill.

Women match men when learning a spatial skill.

Development of mental transformation abilities

How users interact with a 3D geo-browser under time pressure

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