Spatial abilities at different scales: Individual differences in aptitude-test performance and spatial-layout learning

Hegarty, Mary; Montello, Daniel R.; Richardson, Anthony E.; Ishikawa, Takumi; Lovelace, Kristin

doi:10.1016/j.intell.2005.09.005

Cited by 701 publications

(670 citation statements)

References 61 publications

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“…This is to say not that the congenitally blind do not have a functional haptic system, but that it is the scale of an environment, rather than the learning modality, that is critical. This alternative explanation deserves more systematic exploration, given the well-documented differences between small-scale and large-scale spatial abilities (see Hegarty, Montello, Richardson, Ishikawa, & Lovelace, 2006).…”

Section: Discussionmentioning

confidence: 99%

Structural properties of spatial representations in blind people: Scanning images constructed from haptic exploration or from locomotion in a 3-D audio virtual environment

et al. 2010

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Section: Discussionmentioning

confidence: 99%

Structural properties of spatial representations in blind people: Scanning images constructed from haptic exploration or from locomotion in a 3-D audio virtual environment

et al. 2010

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“…Liben & Downs, 1993;Wiener, Hölscher, Büchner, & Konieczny, 2012) and spatial abilities (e.g. Hegarty, Montello, Richardson, Ishikawa, & Lovelace, 2006;Miyake, Friedman, Rettinger, Shah, & Hegarty, 2001). We also adopt concepts from psychological studies, for example, how visual attention directs map reading (Carrasco, 2011) and leads to errors in map interpretation (Fish, Goldsberry, & Battersby, 2011), or how individual and group differences in visual and spatial abilities might affect map-use performance (McGuinness, 1994).…”

Section: Psychologymentioning

confidence: 99%

User studies in cartography: opportunities for empirical research on interactive maps and visualizations

Roth

Çöltekin

Delazari

et al. 2017

International Journal of Cartography

129

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The possibility of digital interactivity requires us to reenvision the map reader as the map user, and to address the perceptual, cognitive, cultural, and practical considerations that influence the user's experience with interactive maps and visualizations. In this article, we present an agenda for empirical research on this user and the interactive designs he or she employs. The research agenda is a result of a multi-stage discussion among international scholars facilitated by the International Cartographic Association that included an early round of position papers and two subsequent workshops to narrow into pressing themes and important research opportunities. The focus of our discussion is epistemological and reflects the wide interdisciplinary influences on user studies in cartography. The opportunities are presented as imperatives that cross basic research and user-centered design studies, and identify practical impediments to empirical research, emerging interdisciplinary recommendations to improve user studies, and key research needs specific to the study of interactive maps and visualizations.

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“…Of course, the mental rotation component itself is one of the most obvious candidates on this point. In fact, although the VV Test has been presented by some as a measure of perspective taking (e.g., Hegarty et al, 2009), only a mental rotation component could account for the large magnitude of gender differences observed here on this test, especially considering the absence of gender differences on the PTSOT in the present study (on this point, see also Hegarty, Montello, Richardson, Ishikawa, & Lovelace, 2006;Zacks, Mires, Tversky, & Hazeltine, 2000). This suggests the possibility that participants favor a mental rotation strategy rather than a perspective change strategy on the VV Test.…”

Section: Discussionmentioning

confidence: 65%

Dimensional transformation in tests of spatial and environmental cognition

Iwanowska

Voyer

2013

Mem Cogn

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In previous research, it has been argued that spatial performance on psychometric tests might be accounted for, in part, by the need for test-takers to transform mentally two-dimensional (2-D) test items into a three-dimensional (3-D) representation. With this in mind, the Landscape Perception Test (LPT) was designed to isolate the 2-D to 3-D (and vice versa) transformational aspect of spatial cognition. Gender differences were used as an indirect means to examine the contribution of the 2-D to 3-D transformation to spatial performance. Since the LPT was designed by means of an image relevant to geospatial cognition, measures of environmental cognition, as well as experience in various activities, were also examined. One hundred thirty undergraduate students (66 females and 64 males) completed the Childhood Activities Questionnaire, the Santa Barbara Sense of Direction Test, the Visualization of Views (VV) Test, the Perspective Taking/Spatial Orientation Test, and the LPT. Results showed higher scores for men than for women on LPT items requiring 2-D to 3-D conversion (LPT23), but not on those requiring the reverse operation. In addition, only the LPT23 produced significant indirect effects of gender on VV Test performance. Performance on the tests was also correlated with environmental cognition and previous experience with spatial activities. The results suggest that dimensional transformation might be a factor significantly contributing to spatial performance. Psychometric aspects of the LPT are also discussed.

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Spatial abilities at different scales: Individual differences in aptitude-test performance and spatial-layout learning

Cited by 701 publications

References 61 publications

Structural properties of spatial representations in blind people: Scanning images constructed from haptic exploration or from locomotion in a 3-D audio virtual environment

Structural properties of spatial representations in blind people: Scanning images constructed from haptic exploration or from locomotion in a 3-D audio virtual environment

User studies in cartography: opportunities for empirical research on interactive maps and visualizations

Dimensional transformation in tests of spatial and environmental cognition

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