Spatial Experiences of High Academic Achievers

Abstract

The study explored the relationship between types of spatial experiences and spatial abilities among 13- to 14-year-old high academic achievers. Each participant completed two spatial tasks and a survey assessing favored spatial activities across five categories (computers, toys, sports, music, and art) and three developmental periods (early childhood, middle childhood, and adolescence). The first phase of analysis determined the percentage of favorite activities by category and developmental period; the second phase examined how participants with the highest scores on each spatial measure differed in their experiences. Findings showed that certain activities (e.g., playing video games and soccer) tended to reemerge across periods and be linked to strong spatial skills. Implications for nurturing high achievers’ potential to succeed in spatially demanding careers are discussed.

Different approaches to test orientation of self in space: comparison of a 2D pen-and-paper test and a 3D real-world pointing task

“…When analyzing these test results or when rating clinical orientation performance, it is important to keep in mind a subject’s baseline or pre-disease skill level. Multiple factors such as subject age [ 27 ] or sex [ 28 ] can determine test performance with some developmental studies also showing effects of exercise [ 29 ], childhood hobbies [ 30 ] or other early-life activities [ 31 ]. In studies on targeted locomotion, higher cognitive social inter-personal aspects of interaction with the environment [ 32 , 33 ] and an individual disposition could be shown to affect results.…”

3D-real-world pointing test for spatial orientation: influences of sex and cognitive impairment on the shape configuration of mental target representation

“…The clinical pointing task was recorded using a pointing device and testing setup from previous work and consisted of two calibration and ve testing paradigms [5]. Calibration was performed with the eyes open and visual feedback.…”

“…The subjects pointed towards the target with an extended arm and con rmed the measurement with a wireless Bluetooth dongle with the other hand. After calibration, the subjects were asked to point to the targets in randomized order without visual feedback while facing straight ahead (1), after being passively 90° rotated to their "non-hand-dominant" side (i.e., towards the left side in our right-handed collective) with visual feedback available during rotation and pointing thereafter during eyes closed (2), back in the initial position without visual feedback during rotation (3), after being passively rotated 90° to their "hand-dominant" side (here, towards the right side) with visual feedback available during rotation but eyes closed when pointing (4) and back to the initial target-facing position without visual feedback during rotation (5). Each test was separated by a standardized pause of 30 seconds signaled in ve second intervals using a noti cation sound.…”

“…Numerous clinical and experimental tests of measuring spatial orientation have been proposed with various methodological advantages. Individual orientation and spatial skill levels scatter widely; they are dependent on a multitude of factors such as psychosocial elements, childhood hobbies, sex, age or cultural distinctions [3][4][5]. One common well-established every-day activity involving spatial orientation is pointing towards a target, e.g., for raising attention or awareness of its localization in a 3D-environment.…”

“…One common well-established every-day activity involving spatial orientation is pointing towards a target, e.g., for raising attention or awareness of its localization in a 3D-environment. We introduced a 3D-pointing paradigm (3D-real world pointing task, 3D-RWPT, [5]) using a previously optimized smartphone-based device [6]. The 3D-RWPT requires participants to point towards a memorized array of visual targets with the eyes closed and to update their internal map of the reference frame of the stimulus eld relative to changes in spatial body orientation after rotations in the yaw plane.…”