Genetic and environmental influences on spatial reasoning: A meta-analysis of twin studies

King, Michael G.; Katz, David P.; Thompson, Lee A.; Macnamara, Brooke N.

doi:10.1016/j.intell.2019.01.001

Cited by 24 publications

(12 citation statements)

References 81 publications

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“…Loosening the time dimension renders it therefore very difficult to perform observations in the laboratory, and shifts the efforts of scientific research towards the field. In these conditions, the methodology for investigation must change, giving emphasis to approaches that are able to capture trajectories over longer periods of time, such as case studies ( Ericsson 2014 ; Ruthsatz and Detterman 2003 ; King et al 2019 ; Wallace and Gruber 1989 ), biographies of persons showing eminence in tight conceptual spaces ( Fölsing 1997 ; Pickover 2008 ), diary studies ( Bolger et al 2003 ; Mehl and Conner 2012 ), experience sampling methods ( Hormuth 1986 ; Larson and Csikszentmihalyi 2014 ), historiometric studies ( Simonton 2006 , 2009 , 2016 ), dynamic testing ( Feuerstein 1979 ; Sternberg and Grigorenko 2002 ; Vygotsky 1980 ), and other methods that involve unstructured time spans.…”

Section: Measuring Intelligence and Creativity In The St-quadrantsmentioning

confidence: 99%

Intelligence and Creativity: Mapping Constructs on the Space-Time Continuum

Corazza

Lubart

2020

J. Intell.

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This theoretical article proposes a unified framework of analysis for the constructs of intelligence and creativity. General definitions for intelligence and creativity are provided, allowing fair comparisons between the two context-embedded constructs. A novel taxonomy is introduced to classify the contexts in which intelligent and/or creative behavior can be embedded, in terms of the tightness vs. looseness of the relevant conceptual space S and available time T. These two dimensions are used to form what is identified as the space-time continuum, containing four quadrants: tight space and tight time, loose space and tight time, tight space and loose time, loose space and loose time. The intelligence and creativity constructs can be mapped onto the four quadrants and found to overlap more or less, depending on the context characteristics. Measurement methodologies adapted to the four different quadrants are discussed. The article concludes with a discussion about future research directions based on the proposed theoretical framework, in terms of theories and hypotheses on intelligence and creativity, of eminent personalities and personality traits, as well as its consequences for developmental, educational, and professional environments.

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Section: Measuring Intelligence and Creativity In The St-quadrantsmentioning

confidence: 99%

Intelligence and Creativity: Mapping Constructs on the Space-Time Continuum

Corazza

Lubart

2020

J. Intell.

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“…In addition to being influenced by environmental factors, the mastery of geospatial technologies, other factors which also affect the ability of spatial thinking is gender (King, Katz, Thompson, & Macnamara, 2019). Some researchers argue that gender differences are intrinsically affect the spatial thinking of a person.…”

mentioning

confidence: 99%

The Spatial Thinking Ability Students on the Character of Urban and Rural Environments in Solving Population Problems

Purwanto¹,

Utaya²,

Handoyo³

et al. 2021

Review of International Geographical Education Online

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“…Contrary to the results of this study, Abad (2018) suggested that outdoor play and outdoor experiences are the essentials for children's STS development. King et al (2019) studied twins and they revealed that environmental factors such as the outdoors affect children's STS. Considering the effects of hiking (Athey, 2007) and experiencing the outdoors (Herrington, 2005) on children's STS, outdoor activities should have been more effective.…”

Section: Discussionmentioning

confidence: 99%

Inquiry-based mathematics activities to improve children’s geometric and spatial thinking skills

Korkmaz

Yılmaz

2022

Turkish Journal of Education

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This study aimed to investigate the impact of inquiry-based indoor and outdoor mathematics activities on pre-school children’s geometric and spatial thinking skills. Thirty-two children between 48 and 66 months old participated in the study. The study employed as a quasi-experimental research model and employed Non-equivalent Control Group Design. The design included one control group and two experimental groups. The control group continued regular curriculum activities while Experimental Group 1 was exposed to inquiry-based mathematics activities in the classroom, and Experimental Group 2 engaged in the same activities but outdoors, along with the regular curriculum activities. The Geometric and Spatial Thinking Skills Test was used as a data collection tool. According to the results of the study, inquiry-based mathematics activities contribute to preschoolers’ geometric and spatial thinking skills. The impact of inquiry-based mathematics activities on experimental groups were similar to each other. Some recommendations for further studies and implementations were made following the results of this study.

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Genetic and environmental influences on spatial reasoning: A meta-analysis of twin studies

Cited by 24 publications

References 81 publications

Intelligence and Creativity: Mapping Constructs on the Space-Time Continuum

Intelligence and Creativity: Mapping Constructs on the Space-Time Continuum

The Spatial Thinking Ability Students on the Character of Urban and Rural Environments in Solving Population Problems

Inquiry-based mathematics activities to improve children’s geometric and spatial thinking skills

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