The Importance of Spatial Abilities in Creativity and Their Assessment Through Tangible Interfaces

Cerrato, Antonio; Siano, Giovanni; Marco, Antonio De; Ricci, Carlo

doi:10.1007/978-3-030-23884-1_12

Cited by 5 publications

(5 citation statements)

References 22 publications

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“…Assessment procedures exploiting the usage of tangible objects are increasingly adopted for both diagnostic and rehabilitation purposes (Ferrara, Ponticorvo, Di Ferdinando & Miglino, 2016;Cerrato, Siano, De Marco & Ricci, 2019;Rabuffetti, Meriggi, Pagliari, Bartolomeo & Ferrarin, 2016). Previous examples of technology-enhanced assessment of spatial deficits include virtual reality mazes (Morganti & Riva, 2014), which however do not require any manipulation of tangible objects.…”

Section: Discussionmentioning

confidence: 99%

E-TAN, a technology-enhanced platform with tangible objects for the assessment of visual neglect: A multiple single-case study

Cerrato

Pacella

Palumbo

et al. 2020

Neuropsychological Rehabilitation

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Visual neglect is a frequent and disabling consequence of right brain damage. Traditional paper-andpencil tests of neglect have limitations in sensitivity and ecological validity. The Baking Tray Task (BTT), instead, approaches real-life situations, because it requires participants to place 16 physical objects on a board. The number of objects placed on the left and right portions of the board provides a clinical index of visual neglect. Here we present E-TAN, a technology-enhanced platform which allows patients to perform an enhanced version of the BTT (E-BTT). This platform automatically determines the object locations on the board, and also records the sequence and timing of their placement. We used E-BTT to test 9 patients with right hemisphere damage, and compared their performance with that obtained by 115 healthy participants. To this end, we developed a new method of analysis of participants' performance, based on the use of the convex hull described by the objects on the board. This measure provides an estimate of the portion of space processed by each participant, and can effectively discriminate neglect patients from patients without neglect. E-TAN allows clinicians to assess visuospatial performance by using a convenient, fast, and relatively automatized procedure, that patients can even perform at home to follow-up the effects of rehabilitation.

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Section: Discussionmentioning

confidence: 99%

E-TAN, a technology-enhanced platform with tangible objects for the assessment of visual neglect: A multiple single-case study

Cerrato

Pacella

Palumbo

et al. 2020

Neuropsychological Rehabilitation

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“…Visual-spatial students have better creative thinking skills in learning geometry (Aini et al, 2020). Visual-spatial intelligence serves as support of the creative process and innovative idea when solving problems (Cerrato et al, 2020;Suprapto et al, 2018). However, in several previous studies, it has not been explained how they generate these creative ideas, especially for students with high-visual spatial intelligence.…”

Section: Discussionmentioning

confidence: 96%

“…Spatial-visual intelligence covered a competence to imagine, to represent idea visual spatially, and to self-orient accurately (Gumilar & Nandi, 2018). Visual-spatial intelligence serves as support of the creative process and innovative idea (Cerrato et al, 2020;Suprapto et al, 2018). Spatial visualization and mental rotation associated with some specific domains from spatial ability positively correlated with creativity (Suh & Cho, 2020).…”

Section: A Introductionmentioning

confidence: 99%

High Visual-Spatial Intelligence Students’ Creativity in Solving PISA Problems

Triutami

Hariyanti

Novitasari

et al. 2021

JTAM

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Creativity is very necessary for learning mathematics, especially when solving geometry problems. This research aims to describe 4th year mathematics education students’ creativity in solving geometry problems. Creativity in this research is focused on fluency, flexibility, and originality of student anwer when solving geometry problems. This research is an explorative descriptive research through a qualitative approach. The participants were 7 fourth year mathematics education students of state University in Mataram, who have a high level of visual-spatial intelligence. The data was collected by written test and interview. The test consisted of two open-ended geometry problems about transforming 3-dimensional images into 2-dimensional images and making 2-dimensional images with a predetermined circumference. The problems are modification of the 2006 PISA test. The result showed that subjects with high visual-spatial intelligence levels met all indicators of creativity. In solving problems that meet the aspects of fluency, flexibility and originality, they combine mental rotation and mental visualization abilities and include using their visual experience by modifying the information obtained and the initial problem solving ideas obtained. This also enables them to produce original problem solutions. The results of this research can be used as an illustration and a guideline to assess students’ creativity with high visual-spatial intelligence level.

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“…In addition, the E-TOKEN board requires patients to reach further in the left space than during typical paper-and-pencil tests. This characteristic opens the possibility of unveiling instances of reduced leftward hand movements, or directional hypokinesia (Bartolomeo, D'Erme, Perri & Gainotti, 1998 Assessment procedures exploiting the usage of tangible objects are increasingly adopted for both diagnostic and rehabilitation purposes (Ferrara, Ponticorvo, Di Ferdinando & Miglino, 2016;Cerrato, Siano, De Marco & Ricci, 2019;Rabuffetti, Meriggi, Pagliari, Bartolomeo & Ferrarin, 2016). Previous examples of technology-enhanced assessment of spatial deficits include virtual reality mazes (Morganti & Riva, 2014), which however do not require any manipulation of tangible objects.…”

Section: Discussionmentioning

confidence: 99%

E-TAN, a technology-enhanced platform with tangible objects for the assessment of visual neglect: a multiple single-case study

Cerrato

Pacella

Palumbo

et al. 2019

Preprint

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View full text Add to dashboard Cite

Visual neglect is a frequent and disabling consequence of right brain damage. Traditional paperand-pencil tests of neglect have limitations in sensitivity and ecological validity. The Baking Tray Task (BTT), instead, approaches real-life situations, because it requires participants to place 16 physical objects on a board. The number of objects placed on the left and right portions of the board provides a clinical index of visual neglect. Here we present E-TOKEN, a technologyenhancedhttps://www.overleaf.com/project/5dc6d9c64de4e60001116764 version of the BTT. E-TOKEN automatically determines the object locations on the board, and also records the sequence and timing of their placement. We used E-TOKEN to test 9 patients with right hemisphere damage, and compared their performance with that obtained by 115 healthy participants. To this end, we developed a new method of analysis of participants' performance, based on the use of the convex hull described by the objects on the board. This measure provides an estimate of the portion of space processed by each participant, and can effectively discriminate neglect patients from patients without neglect. E-TOKEN allows clinicians to assess visuospatial performance by using a convenient, fast, and relatively automatized procedure, that patients can even perform at home to follow-up the effects of rehabilitation.

show abstract

The Importance of Spatial Abilities in Creativity and Their Assessment Through Tangible Interfaces

Cited by 5 publications

References 22 publications

E-TAN, a technology-enhanced platform with tangible objects for the assessment of visual neglect: A multiple single-case study

E-TAN, a technology-enhanced platform with tangible objects for the assessment of visual neglect: A multiple single-case study

High Visual-Spatial Intelligence Students’ Creativity in Solving PISA Problems

E-TAN, a technology-enhanced platform with tangible objects for the assessment of visual neglect: a multiple single-case study

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