Working memory, visual–spatial-intelligence and their relationship to problem-solving

Bühner, Markus; Kröner, Stephan; Ziegler, Matthias

doi:10.1016/j.intell.2008.03.008

Cited by 67 publications

(103 citation statements)

References 29 publications

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“…There is research which illustrates the relationship between the working memory, spatial ability and general problem solving (Bühner et al 2008) and also between working memory and science (Yuan et al 2006) and mathematics (De Smedt et al 2009;Raghubar et al 2010) education. It is important to note that these studies are not differentiating between the different components of the working memory such as the visuospatial sketchpad and the phonological loop (Baddeley 2000).…”

Section: Perceptual Integration Spatial Scanning Perceptual Alternamentioning

confidence: 99%

A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education

2018

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An abundance of empirical evidence exists identifying a significant correlation between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). Despite this evidence, a causal explanation has yet to be identified. Pertinent research illustrates that spatial ability can be developed and that doing so has positive educational effects. However, contention exists within the relevant literature concerning the explicit definition for spatial ability. There is therefore a need to define spatial ability relative to empirical evidence which in this circumstance relates to its factor structure. Substantial empirical evidence supports the existence of unique spatial factors not represented in modern frameworks. Further understanding such factors can support the development of educational interventions to increase their efficacy and related effects in STEM education. It may also lead to the identification of why spatial ability has such a significant impact on STEM educational achievement as examining more factors in practice can help in deducing which are most important. In light of this, a synthesis of the spatial factors offered within existing frameworks with those suggested within contemporary studies is presented to guide further investigation and the translation of spatial ability research to further enhance learning in STEM education.

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Section: Perceptual Integration Spatial Scanning Perceptual Alternamentioning

confidence: 99%

A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education

2018

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“…Individual differences in working memory capacity have been linked to the variability in several complex learning outcomes. For example, working memory capacity has been shown to be associated with math achievement (Peng, Namkung, Barnes, & Sun, 2016), reading comprehension (Daneman & Merikle, 1996), accomplishment in chemistry (e.g., Tsaparlis, 2005), and problem solving (e.g., Bühner, Kröner, & Ziegler, 2008). Beyond these associations with complex learning outcomes, working memory capacity is moderately correlated with fluid intelligence (e.g., Ackermann, Beier, & Boyle, 2002;Redick, Unsworth, Kelly, & Engle, 2012).…”

Section: Relevance Of Executive Functions For Complex Learningmentioning

confidence: 99%

Executive functions in the context of complex learning: Malleable moderators?

Schwaighofer

Bühner

Fischer

2017

FLR

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“…As formally connected to cognitive ability (Higgins, Peterson, Pihl & Lee, 2007: 298), the factors rooted within the concept of intelligence include the cognitive processes related to memory, problem solving, visual identification, verbal responses and spatial capabilities (Bühner, Kröner & Ziegler, 2008).…”

Section: Cultural Intelligencementioning

confidence: 99%

Exploring the theoretical link between cultural and emotional intelligence: A system analysis for human resource management

Jonck¹,

Swanepoel

2015

SAJBM

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In light of increasing globalisation and a changing workforce, the ability to bridge cultural fissures separating diverse groups will be increasingly critical to sustained work place well-being, especially with relation to global competitiveness and economic growth. This article explores the link between cultural and emotional intelligence in an effort to investigate the possibility of measuring, developing, and effectively managing individual responses to cultural influences that give rise to significant tension within the organisational context. Since South Africa’s heterogeneous workforce is characterised by culturally diverse group interaction, the conceptualisation of a cross-cultural facet of intelligence with emotional-management as reciprocal component has practical implications towards optimal intercultural organisational harmony, effective globalised interaction and overall group-dynamics.

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Working memory, visual–spatial-intelligence and their relationship to problem-solving

Cited by 67 publications

References 29 publications

A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education

A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education

Executive functions in the context of complex learning: Malleable moderators?

Exploring the theoretical link between cultural and emotional intelligence: A system analysis for human resource management

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