The latent structure of spatial skill: A test of the 2 × 2 typology

Mix, Kelly S.; Hambrick, David Z.; Satyam, V. Rani; Burgoyne, Alexander P.; Levine, Susan C.

doi:10.1016/j.cognition.2018.07.012

Cited by 42 publications

(72 citation statements)

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“…In adults, the residual spatial effects may be the result of using a specific spatial representation, such as the mental number line, that is not necessarily activated by auditory presentation. Indeed, the potential for different spatial strategies to be used at different stages of processing during the same tasks has complicated attempts to categorize spatial tasks and assess multidimensionality (Mix, Hambrick, Satyam, Burgoyne, & Levine, ). Clearly, much remains to be investigated about these complex patterns.…”

Section: Mechanistic Frameworkmentioning

confidence: 99%

Why Are Spatial Skill and Mathematics Related?

Mix

2019

Child Dev Perspectives

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Research has demonstrated strong relations between spatial skill and mathematics across ages and in both typical and atypical populations, suggesting that a significant proportion of variance in mathematics performance can be explained by variance in spatial skill. Why do these relations exist and how do they develop? Studies of dimensionality in the two domains suggest the relation holds across tasks and is not limited to specific spatial or mathematics subskills. Spatial skills might perform several functions in real-time problem solving, but these have not been differentiated empirically. The relation appears to be based on automatic shared processing, as well as strategic recruitment of spatial processes. Developmentally, the relation is consistent in its strength, but may change qualitatively, particularly in response to novel mathematics content.

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Section: Mechanistic Frameworkmentioning

confidence: 99%

Why Are Spatial Skill and Mathematics Related?

Mix

2019

Child Dev Perspectives

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“…Chatterjee (2008) proposed that people organized their reasoning about space by two dimensions involved in recognizing and manipulating objects, specifically, the location of object features (i.e., intrinsic or extrinsic to the object) and object motion (i.e., static or dynamic). Chatterjee's (2008) framework as a typology of spatial tasks remains theoretical; only one article testing its dimensions has been published to date (Mix et al, 2018). However, object recognition is the central process in two of the most important, competing theories of !…”

Section: Chapter 6: Discussionmentioning

confidence: 99%

“…The goals of the present research were to (a) evaluate the structure of the typology as proposed by Uttal et al (2013) for adults and (b) investigate the four spatial types as predictors of visual search performance. Currently, only one published paper (that I know of) evaluated the 2x2 typology (Mix et al, 2018) and the participants in that paper were children. To evaluate the 2 x 2 typology in the present research, people performed 14 spatial tasks expected to indicate one of the four spatial types identified by the typology.…”

Section: Overview Of the Dissertationmentioning

confidence: 99%

“…This dissertation is unique in that it seeks to evaluate whether the four spatial types specified by the typology account for individual differences in spatial processes and predict individual differences in visual search among adults (cf. Mix et al, 2018).…”

Section: Overview Of the Dissertationmentioning

confidence: 99%

“…Although many studies cite the theory proposed by Chatterjee (2008) and operationalized by Uttal et al (2013), only one published study has tested the typology to date (Mix et al, 2018). Mix et al were not able to test the four-factor model with grade 6 students; for kindergarten and grade 3 students, either one or two factor models were the best fit for the data.…”

Section: Future Workmentioning

confidence: 99%

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Four Ways of Reasoning About Space and Their Relation to Visual Search

Smith¹

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A framework of spatial thought and language proposed by Chatterjee (2008) was extended to organize measures of spatial tasks (Uttal, Meadow, Tipton, Hand, Alden, Warren, & Newcombe, 2013). Uttal et al. posited that people reason about space based on recognizing and manipulating objects; dimensions of object features (intrinsic vs. extrinsic) and object movement (static vs. dynamic). Thus, Uttal et al. proposed four types spatial of spatial processes: Spatial visualization (intrinsic-static); spatial perception (extrinsic-static); mental rotation (intrinsic-dynamic); and spatial orientation (extrinsicdynamic). Each type of spatial process involves a particular focus of spatial thought, language, and task on the object proper (spatial visualization), its locative relations (spatial perception), manner of motion (mental rotation), or path of motion (spatial orientation). Undergraduates (N = 304) completed 14 spatial tasks identified by Uttal et al. (2013) as measures of the four spatial types. Participants also completed a visual search task that was hypothesized to involve spatial processes. Measurement models of the four-factor theory of spatial reasoning were tested. The four-factor model provided a good fit to the spatial ability measures and thus supported the proposed model. Although men performed better than women on most of the spatial measures, the model of spatial reasoning implied by the typology fit the data for both men and women. For visual search, a two-factor model of easy and difficult visual search fit the observed data. However, structural models relating all four spatial types to visual search did not converge, presumably because there were multiple unmeasured relations between visual search performance and the 14 spatial tasks. I would like to thank everyone who in some small way, sought to support the completion of this dissertation. I am who I am today because of you. I also acknowledge the gifted teaching and administrative staff at Carleton University. Thank-you for every effort you have made as professors and administrators. In particular, I would like to acknowledge the excellent administrative support I have received from Mme Etelle Bourassa. Etelle, your care and attention to detail has been greatly appreciated. To my family and friends, thank-you is just not enough. Without your support I am not sure I would have embarked on this journey, or been able to complete it. First to my wife, Deborah, to say that you were supportive and encouraging is an understatement. Your belief in me knew no end, through my fear of ever finishing, to your abiding patience and feedback in our many discussions about spatial reasoning, you were always there for me. Your encouragement is what kept me going and I look forward to everything the future has in store for us. To my children: Tom, Raeanna, Will, Ioan, Nick, Scott, and Alysha. Each of you have grown up in a learning environment to be the successful young women and men you are today. I hope that you will always be committed to lifelong learning-it will ...

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Contributions of executive function to spatial thinking in young children

Garcia

Dick

Pruden

2022

Infant and Child Development

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Identifying factors that contribute to spatial thinking is of great interest given links between spatial thinking and success in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Working memory has been found to be predictive of spatial thinking but little research has explored other components of executive function (i.e., inhibition and shifting) in relation to spatial thinking. A total of 131 4‐ to 6‐year‐olds (Mage = 5.06; 53.4% male; 56% Latinx, 18% White, 12% Mixed Race, 5% Asian, and 5% other) were assessed using spatial, executive function, and intelligence tasks. Results show that inhibition, shifting, and working memory are all associated with intrinsic and extrinsic spatial task scores. These results advance developmental theory on spatial thinking and offer a promising route for future interventions in improving spatial ability. Highlights In this study, we examine whether there are direct effects of executive function of children's spatial thinking. Four to six‐year‐old children were assessed using a battery of spatial, executive function, and general intelligence tasks. Results show that the three components of executive function are associated with both intrinsic and extrinsic spatial thinking. These findings advance developmental theory and provide a basis for future interventions to improve spatial thinking.

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The latent structure of spatial skill: A test of the 2 × 2 typology

Cited by 42 publications

References 50 publications

Why Are Spatial Skill and Mathematics Related?

Why Are Spatial Skill and Mathematics Related?

Four Ways of Reasoning About Space and Their Relation to Visual Search

Contributions of executive function to spatial thinking in young children

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The latent structure of spatial skill: A test of the 2 × 2 typology

Cited by 42 publications

References 50 publications

Why Are Spatial Skill and Mathematics Related?

Why Are Spatial Skill and Mathematics Related?

Four Ways of Reasoning About Space and Their Relation to Visual Search

Contributions of executive function to spatial thinking in young children

Contact Info

Product

Resources

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The latent structure of spatial skill: A test of the 2 × 2 typology