Factor analysis of the army air forces sheppard field battery of experimental aptitude tests

Guilford, J. P.; Fruchter, Benjamin; Zimmerman, Wayne S.

doi:10.1007/bf02288795

Cited by 30 publications

(18 citation statements)

References 5 publications

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“…Studies of spatial ability trace back to the 1920s, when a "practical" or "mechanical" aptitude separate from Spearman's general intelligence factor was first proposed (Smith, 1964). The multiplicity of spatial factors that resulted from early factor analysis studies (Slater, 1940;Guilford and Zimmerman, 1947;Guilford and Lacy, 1947;Thurstone, 1950;French, 1951;Guilford, Fruchter, and Zimmerman, 1952) was eventually reduced to two major factors: spatial orientation and spatial visualization (Michael, Guilfor, Fruchter and Zimmerman, 1957). Spatial orientation has been described as the ability to remain unconfused by changing orientations in which visual stimuli are presented, while spatial visualization invol-\tes the ability to mentally manipulate pictorially presented stimuli by a process which involves recognizing, retaining and recalling configurations in which there is movement of the figure or parts of the figure (McGee, 1979).…”

Section: Introductionmentioning

confidence: 99%

A study of two measures of spatial ability as predictors of success in different levels of general chemistry

1987

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Preliminary data (Bodner and McMillen, 1986) suggested a correlation between spatial ability and performance in a general chemistry course for science and engineering majors.This correlation was seen not only on highly spatial tasks such as predicting the structures of ionic solids (r = 0.29), but also on tasks such as multiple-choice stoichiometry questions (r = 0.32) that might not be expected to involve spatial skills. To further investigate the relationship between spatial ability and performance in introductory chemistry courses, two spatial tests were given to 1648 students in a course for science and engineering majors (Carter, 1984) and 850 students in a course for stubents from nursing and agriculture (La-Russa, 1985) at Purdue. Scores on the spatial tests consistently contributed a small but significant amount to success on measures of performance in chemistry. Correlations were largest, however, for subscores that grouped questions that tested problem solving skills rather than rote memory or the application of simple algorithms, and correlations were also large for verbally complex questions thaty required the students to disembed and restructure relevant information. 0

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Section: Introductionmentioning

confidence: 99%

A study of two measures of spatial ability as predictors of success in different levels of general chemistry

1987

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“…Mental folding is an important DST in the adult, psychometric literature. It was often one of the defining measures of the Vz, or spatial visualization, factor in classic psychometric studies (Guilford, Fruchter, & Zimmerman, 1952;Guilford & Lacey, 1947;Lohman, 1979;Thurstone, 1951). However, this skill has been ignored in early childhood.…”

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confidence: 99%

A New Twist on Studying the Development of Dynamic Spatial Transformations: Mental Paper Folding in Young Children

Harris

Newcombe

Hirsh‐Pasek

2013

Mind Brain and Education

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The relation of spatial skills to academic success in areas such as math and science has sparked discussion in early education around how spatial thinking skills might be included in early schooling. Planning and evaluating new curricula or interventions requires understanding these skills and having the means to assess them. Prior developmental research focused primarily on one aspect of dynamic spatial transformations (DST), namely mental rotation. This study broadens our knowledge by addressing another important DST, namely mental folding. We devised a new test suitable for young children. Performance of 180 children between 4 and 7 years suggests that mental folding appears at around 5.5 years of age, although there were also marked individual differences. These data on the emergence of DST suggest that educational programs targeting this skill could start in preschool or kindergarten and provide a means to assess the effectiveness of such efforts.

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“…Only later was it found that certain printed tests correlated highly with some of the apparatus tests, and that important elements in the apparatus tests were the spatial, visualization and perceptual factors which they measured. An attempt to develop a printed discrimination reaction time test was not successful, however (44). Nesberg & Smith (81), on the other hand, report a successful attempt, in terms of a high correlation with the apparatus test.…”

Section: Recent Studiesmentioning

confidence: 91%

“…In another analysis of a battery of 46 tests, Guilford, Fruchter and Zimmerman (44) found 12 factors, including a spatial relations and a visualization factor. A mechanical principles test had one of the highest loadings on visualization.…”

Section: Recent Studiesmentioning

confidence: 98%

Predicting Success in Trade and Vocational School Courses: Review of the Literature

Patterson

1956

Educational and Psychological Measurement

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Factor analysis of the army air forces sheppard field battery of experimental aptitude tests

Cited by 30 publications

References 5 publications

A study of two measures of spatial ability as predictors of success in different levels of general chemistry

A study of two measures of spatial ability as predictors of success in different levels of general chemistry

A New Twist on Studying the Development of Dynamic Spatial Transformations: Mental Paper Folding in Young Children

Predicting Success in Trade and Vocational School Courses: Review of the Literature

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