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A high-spatial-resolution planar laser-induced fluorescence (PLIF) imaging system was constructed and used to image a cavity-stabilized, premixed ethylene-air flame. The flame was created within a continuous flow, electrically-heated supersonic combustion facility consisting of a Mach 2 nozzle, an isolator with flush-wall fuel injectors, a combustor with a cavity flameholder of height 9 mm and optical access, and an extender. Tests were conducted at total temperature 1200 K, total pressure 300 kPa, equivalence ratio near 0.4 in the combustor, and Mach number near 0.6 in the combustor. A frequency-doubled Nd:YAG laser pumped a dye laser, which produced light at 283.55 nm. The beam was shaped into a light sheet with full width half-maximum 25 microns, which illuminated a streamwise plane that bisected the cavity. An intensified camera system imaged OH in this plane with a square 6.67 mm field of view and in-plane resolution 39 microns. Images were taken between the backward-facing step and 120 mm downstream of the step. OH structures as small as 110 microns were observed. CH2O was excited using 352.48 nm light; the smallest observed CH2O structures were approximately 200 microns wide. Approximately 15,000 images per species were processed and used to compute composite images.

The feasibility of training selected abilities so as to facilitate transfer among tasks requiring these abilities and therefore reduce training time and increase personnel flexibility was investigated. Eighty undergraduate college students participated in a study of from one to five days duration. Experimental subjects received extensive practice with feedback provided on a set of tasks known to require the ability of spatial visualization. Control subjects received no practice. All subjects were tested on two transfer tasks which were dissimilar to the training tasks but which had earlier been demonstrated to require for successful task performance the abilities being trained. Results indicated that training did not significantly enhance spatial visualization as measured by a standard ability test administered before and after training. There was no evidence that performance on the transfer tasks was affected significantly as a result of training (i.e., there was no transfer of training). There was no differential retention between trained and untrained groups.

Many prior researches found that most of students in grade five tended to have difficulty in fully grasping the concept of volume measurement because they have to build their competence in spatial structuring. The unit of volume "packing" measurement must be integrated and coordinated in three-dimension. On the other hand, it is revealed the errors that students made on the volume measurement tasks with three dimensional cube arrays are related to some aspects of spatial visualization, such as the skill to "read off" two-dimensional representation of solid objects. For those reasons, this research is aimed to develop classroom activities with the use of spatial visualization tasks to support students' spatial structuring in learning volume measurement. Consequently, design research was chosen as an appropriate means to achieve this research goal. In this research, a sequence of instructional activities is designed and developed based on the hypothesis of students' learning processes. This research was conducted in grade 5 of SD Pupuk Sriwijaya Palembang, Indonesia.

This article is from Croatian Medical Journal , volume 55 . Abstract Previously there have been no methods for directly tracing the flow of cerebrospinal fluid (CSF) under physiological conditions, and the circulation of CSF has therefore been studied and visualized by injecting a radioactively labeled tracer or contrast medium visible in x-ray images. The newly developed Time-Spatial Inversion Pulse (Time-SLIP) method makes it possible to directly visualize the flow of CSF using magnetic resonance imaging (MRI), permitting CSF dynamics to be depicted in a certain time frame. The CSF dynamics visualized using Time-SLIP has been found to differ markedly from the classical CSF circulation theory described in medical textbooks. It can be said that research on CSF dynamics has advanced to the next stage with the use of this innovative imaging method. Obtaining a more accurate understanding of normal CSF physiology and pathophysiology should lead to improved diagnostic accuracy, permit the identification of new etiological factors in a variety of diseases, and promote the development of new therapeutic approaches.

Software visualization can be of great use for understanding and exploring a software system in an intuitive manner. Spatial representation of software is a promising approach of increasing interest. However, little is known about how developers interact with spatial visualizations that are embedded in the IDE. In this paper, we present a pilot study that explores the use of Software Cartography for program comprehension of an unknown system. We investigated whether developers establish a spatial memory of the system, whether clustering by topic offers a sound base layout, and how developers interact with maps. We report our results in the form of observations, hypotheses, and implications. Key findings are a) that developers made good use of the map to inspect search results and call graphs, and b) that developers found the base layout surprising and often confusing. We conclude with concrete advice for the design of embedded software maps.

This paper examines the differences between student performance on two separate measures, the Spatial Visualization portion of the "Differential Aptitude Test" and the "Geometry Content Knowledge Test." Results from the hybrid quantitative/qualitative study indicate that although there were no differences in performance on spatial visualization for males and females or across ethnicities, differences in performance on geometry content knowledge tasks for ethnicity were evident. (Contains 35 references.) (Author/ASK)

Lesson: Math, Spatial Visualization and Perspectives (Grade: 6-7)

In the elicitation study, we will ask participants to adjust the surface angle to achieve the most suitable position for optimal observation of 3D structures. In addition, they will be asked to complete two exploration tasks. The main goals of the elicitation study are as follows: G1: To determine an optimal angle (or angle range) for the 2D surface in this cross-reality environment to facilitate the observation of 3D data and enhance user interaction experience, and to potentially understand if this angle or angle range depends on the specific application or data being shown. G2: To understand how users perceive the data and to observe their interaction experience within this cross-reality environment, including what should be displayed on a 2D surface, whether it should be a perspective or orthogonal view of the 3D structure, or a cutting plane of the data, whether interactions across two spaces are intuitive. G3: To collect the users’ interactions and strategies, while they complete two exploration tasks of 3D spatial data (a 3D molecular structure dataset, a 3D particle dataset and a 3D anatomical dataset), as well as to identify the locations where these interactions occur.

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This case study contrasts the strategies used by two students in solving bilateral symmetry and reflection tasks, based on the differential properties they attended to. The ninth grader focussed on congruence of sides as the main property of reflection whereas the eighth grader focussed on perpendicularity and equi-distance, as is the normative procedure. The inadequate criteria for reflection shaped the ninth grader's actions and equally served to validate her solutions, although in a flawed fashion. The visual strategy took over as a fallback measure. We attend to some of the well-known constraints that students encounter in dealing with symmetry, particular situations involving slanted line of symmetry. Importantly, we made an attempt to show how visual and analytical strategies interact in the production of a reflected image. [For the complete proceedings, see ED597799.]

Based on the findings from the elicitation study, we developed cross-reality environments tailored to three distinct domains: for 3D molecular structure data, for 3D point cloud data, and for 3D anatomical data. In particular, we designed interaction techniques that account for the inherent features of interactions in both spaces, facilitating various forms of interaction including mid-air gestures, touch interactions, pen interactions, and combinations thereof to enhance the users' sense of presence and engagement. In this study, we aim to evaluate our interaction designs with virtual, augmented and mixed-reality experts to gather further insights.

Spatial visualization skills are essential and fundamental to studying STEM subjects, and sketching is an effective way to practice those skills. One significant challenge of supporting practice using sketching questions is the vast number of possible mistakes, making it time-consuming for instructors to provide customized and actionable feedback to students. The same challenge persists for computer programs as well. This paper introduces a clustering model designed to categorize sketching answers based on the severity and characteristics of their mistakes. The model is designed to be used by a computer-based training platform to provide customized, actionable formative feedback to students in real-time. The promising results also suggest a new and comprehensive set of evaluation criteria to assess a student's performance on sketching questions. As a broader contribution, our work is a proof-of-concept for a modeling approach to automatically evaluate and provide formative feedback on complex free-hand sketches using abstract features that may be generalized to a variety of disciplines that involve the creation of technical drawings. [For the full proceedings, see ED607784.]

Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude, mathematics motivation, mathematics self-regulation, mathematics self-efficacy, and mathematics anxiety on mathematics achievement. The study consists of 360 students from public middle schools in Alkoura district, selected through stratified random sampling. It employed 65 items to assess MLS, which consists, attitude (18 items), motivation (7 items), self-regulation (25 items), self-efficacy (5 items) and math anxiety (10 items). The mathematics test comprises of 30 items, which has eight items for numbers, 14 items for algebra and eight items for geometry while spatial visualization test consists of 32 items base on 2D and 3D views. The findings showed that spatial visualization fully mediated the relationship between motivation, math anxiety and mathematics achievement and it partially mediated the relationship between attitude and mathematics achievement. However, the results showed no mediating effect between self-regulation, self-efficacy and mathematics achievement. Considering these results, it is recommended that teachers should focus on mathematics attitude, mathematics motivation and math anxiety in classes to make achievement in mathematics easier. Moreover, these factors help students deeply understand mathematics through interest in spatial visualization as it mediates between relevant factors and mathematics achievement.

High-spatial-resolution OH planar laser-induced fluorescence was measured for a premixed ethylene-air turbulent flame in an electrically-heated Mach 2 continuous-flow facility (University of Virginia Supersonic Combustion Facility, Configuration E.) The facility comprised a Mach 2 nozzle, an isolator with flush-wall fuel injectors, a combustor with optical access, and an extender. The flame was anchored at a cavity flameholder with a backward-facing step of height 9 mm. The temperature-insensitive Q1(8) transition of OH was excited using laser light of wavelength 283.55 nm. A spatial filter was used to create a laser sheet approximately 25 microns thick based on full-width at half maximum (FWHM). Extension tubes increased the magnification of an intensified camera system, achieving in-plane resolution of 40 microns based on a 50% modulation transfer function (MTF). The facility was tested with total temperature 1200 K, total pressure 300 kPa, local fuel/air equivalence ratios of approximately 0.4, and local Mach number of approximately 0.73 in the combustor. A test case with reduced total temperature and another with reduced equivalence ratio were also tested. PLIF images were acquired along a streamwise plane bisecting the cavity flameholder, from the backward facing step to 120 mm downstream of the step. The smallest observed features in the flow had width of approximately 110 microns. Flame surface density was calculated for OH PLIF images.

The French and Guilford-Zimmerman measures of spatial orientation and spatial visualization factors are compared. Both approaches to measurement are described. A study to assess the two approaches is reported. Both tests were administered to 40 college sophomores in a classroom setting according to published instructions. Pearson product-moment correlations were computed for the multitrait-multimethod matrix. Results indicate that both tests exhibit convergent validity. The data on discriminant validation, however, indicates that variance attributable to methods exceeds variance attributable to traits. The conclusion is that variance due to authorship is greater than that due to trait and that the traits may not be distinct variables. (DJ)

The relationship of aptitude, strategy, and cognitive task performance is explored through the use of mathematical models of performance time. Models of strategy and strategy-shifting on a spatial visualization task were tested individually for 30 male high school and college subjects. For each of three successive task steps (encoding, construction, and comparison), different models applied for different subjects suggesting that different subjects used different strategies for solving the same items. Some of the best fitting models specified that subjects frequently and flexibly switched strategies during the task in keeping with variations in item demands. This was considered a form of adaptive, within-task learning. Three alternative cases of aptitude-strategy relationship were examined. For the encoding and construction steps the most efficient strategy was restricted to subjects with a particular aptitude profile. For the comparison step, strategy selection appeared to be a more casual choice but aptitude differentially mediated performance depending on which strategy had been selected. The importance of strategy-shift models as a means for analyzing more precisely subjects' problem solving processes and for representing the adaptive, flexible quality of intelligent performance is discussed. (Author)

Geometry is the study of shape and space. Without spatial ability, students cannot fully appreciate the natural world. Spatial ability is also very important for work in various fields such as computer graphics, engineering, architecture, and cartography. A number of studies have demonstrated that technology has an important potential to develop spatial skills. In the present study, the effect of dynamic geometry software (DGS) Cabri 3D on student mathematics teachers' spatial skills was examined. The study used a one-group pretest-intervention-posttest experimental design. In this context, 40 student mathematics teachers took "Purdue Spatial Visualization" (PSV) test as pretest at the beginning of the study, and then some implementations were carried out with these students by using Cabri 3D software for 8 weeks. The PSV test was retaken by students at the end of the study. That if there was a meaningful difference between the pretest and posttest results was examined by using paired sample t test. The findings demonstrated that these computer supported activities contributed to development student mathematics teachers' spatial skills. (Contains 3 table and 8 figures.)

Within the study of geometry in the middle school curriculum is the natural development of students' spatial visualization, the ability to visualize two- and three-dimensional objects. The national mathematics standards call specifically for the development of such skills through hands-on experiences. A commonly accepted method is through the instruction of Origami, the art of paper folding. This study focused on Origami's impact as a teaching tool in the middle school mathematics classroom. The effects of Origami instruction on a group of seventh grade mathematics students' (n = 56) spatial visualization skills and level of geometry understanding were investigated using a pre-test/post-test quasi-experimental design. A 2 (group) x 2 (gender) factorial method was used on gathered data via three separate spatial tests (Card Rotation, Paper Folding, and Surface Development Tests) and a subset of released National Assessment of Educational Progress questions. After controlling for initial differences, an analysis of covariance revealed a significant interaction effect between group and gender for one of three spatial visualization tests. For geometry knowledge, no significant differences were found. Results imply that Origami lessons blended within mathematics instruction are as beneficial as traditional instruction in building an understanding of geometric terms and concepts, though the approach affects the spatial ability of males and females differently. (Contains 5 tables and 1 figure.)

A study was conducted to test the hypothesis that Brunerian learning theory can provide the instructional designer with a framework for developing effective learning materials. To determine three levels of spatial ability, two standardized tests--the Spatial Visualization Test (SVT) of the Dailey Vocational Tests and part VI of the Guilford-Zimmerman Aptitude Survey--were administered to 34 students in the introductory statistics course of the educational technology graduate program at Concordia University. The high, medium, and low spatial ability subjects were randomly assigned to one of two treatment groups: an instructional simulation developed according to the Brunerian learning theory and a traditional textbook approach. The two groups were administered a pretest, an immediate posttest, a 1 week delayed posttest, and a 5 week delayed posttest. The first three tests each consisted of five problems with three questions per problem. A 2 Treatment x 3 Spatial Visualization x 3 Test Position ANOVA was performed on the raw scores for the three achievement tests, and the means and standard deviations were calculated. The Brunerian simulation was found to be significantly beneficial for low spatial ability students, and no sex differences were found in spatial ability. Findings demonstrated the usefulness of isolating the significant aptitude required for a specific learning task, as well as the relevance of Brunerian theory for instructional design. Five figures, 6 tables, and 58 references are provided. (RBF)

The present study investigated the object-spatial visualization and verbal cognitive styles among high school students and related differences in spatial ability, verbal-logical reasoning ability, and mathematical performance of those students. Data were collected from 348 students enrolled in Advanced Placement calculus courses at six high schools. Correlational analysis revealed that spatial ability, verbal-logical reasoning ability, and mathematical performance were significantly correlated with each other. High spatial visualizers had significantly higher spatial ability and mathematical performance scores than high object visualizers. No significant differences were found between verbalizers and high spatial visualizers in their verbal-logical reasoning ability and mathematical performance scores. Results provide support for the existence of two contrasting groups of visualizers with respect to their spatial ability.

http://uf.catalog.fcla.edu/uf.jsp?st=UF021867867&ix=pm&I=0&V=D&pm=1

iGlobe is open-source software built on NASA World Wind virtual globe technology. iGlobe provides a growing set of tools for weather science, climate research, and agricultural analysis. Up until now, these types of sophisticated tools have been developed in isolation by national agencies, academic institutions, and research organizations. By providing an open-source solution to analyze and visualize weather, climate, and agricultural data, the scientific and research communities can more readily advance solutions needed to understand better the dynamics of our home planet, Earth

Reported are two separate but related longitudinal studies of two variables strongly associated with sex-related differences in mathematics achievement and enrollment, namely spatial visualization and confidence in learning mathematics. First, boys (N=33) and girls (N=36) in grades 6-8 who were discrepant in their spatial and verbal skills were interviewed to determine how they used spatial visualization in solving word and symbolic mathematical problems. Each subject was asked to read a problem, draw a picture to help solve the problem, and explain how the picture was used in the problem situation. In the second study, boys (N=31) and girls (N=32) in grades 6-8 who were above the mean in mathematics achievement and in lower or upper quartile in confidence in learning mathematics were interviewed about two question types (expectations and feelings), different perceived respondents (individual, peers, or teachers), and four mathematical situations (general, spatial, low, or high cognitive level). Among the results and implications reported are: (1) students with high spatial visualization skills tend to use them more than those with lower skills; (2) some differences were found in the ways boys and girls use their spatial skills, with girls who are low in such skills using them less than any other group; and (3) expectation of success in mathematics diminishes for girls from grade 6 to grade 8, while increasing for boys. In addition, technical information and instrumentation (including sample transcripts) are provided as separate reports in two detailed appendices. (JN)

The models of standard test theory, having evolved under a trait-oriented psychology, do not reflect the knowledge structures and the problem-solving strategies now seen as central to understanding performance and learning. In some applications, however, key qualitative distinctions among persons as to structures and strategies can be expressed through mixtures of test theory models, drawing upon substantive theory to delineate the components of the mixture. This approach is illustrated with response latencies to spatial visualization tasks that can be solved by mental rotation or by a nonspatial rule-based strategy. It is assumed that a subject employs the same strategy on all tasks, but the possibility of extending the approach to strategy-switching is discussed. Keywords: Algorithms, Item-solving strategies, Mental rotation, Mixture models, Spatial visualization.

Dengue hemorrhagic fever (DHF) caused a public health risk in many developing countries, so understanding their incidence trend is needed to prepare for early warning prevention. The multi-year DHF trend analyses with spatial analysis are necessary but have not been accomplished in Indonesia. Therefore, this study aimed to present the current and future trends of DHF disease incidence in Indonesia during 2007-2022. This study examined the trends using yearly data of DHF for all provinces. The total number of DHF cases (DHF cases), the total death associated with DHF (TDC), case fatality rate (CFR), and infection rate (IR) are utilized. Univariate forecasting model, trend analysis test, and spatial visualization were developed. The results per province showed a declining trend of DHF cases and TDC in Java Island. There was an increasing trend outside Java Island. For the CFR and IR, most provinces had decreasing trend except for Gorontalo, North Kalimantan, and Maluku. Overall, trend analysis showed a continually decreasing trend of DHF, TDC, CFR, and IR that shows the positive results of the eradication program over 16 years. The findings highlighted the high-risk areas and need control strategies for DHF incidences. 

Dengue hemorrhagic fever (DHF) caused a public health risk in many developing countries, so understanding their incidence trend is needed to prepare for early warning prevention. The multi-year DHF trend analyses with spatial analysis are necessary but have not been accomplished in Indonesia. Therefore, this study aimed to present the current and future trends of DHF disease incidence in Indonesia during 2007-2022. This study examined the trends using yearly data of DHF for all provinces. The total number of DHF cases (DHF cases), the total death associated with DHF (TDC), case fatality rate (CFR), and infection rate (IR) are utilized. Univariate forecasting model, trend analysis test, and spatial visualization were developed. The results per province showed a declining trend of DHF cases and TDC in Java Island. There was an increasing trend outside Java Island. For the CFR and IR, most provinces had decreasing trend except for Gorontalo, North Kalimantan, and Maluku. Overall, trend analysis showed a continually decreasing trend of DHF, TDC, CFR, and IR that shows the positive results of the eradication program over 16 years. The findings highlighted the high-risk areas and need control strategies for DHF incidences. 

The validity of a spatial visualization test for selecting candidate engineering students was assessed. The test was administered to 300 out of the 318 students enrolled during the winter quarter of 1989 in the Engineering Graphics 110 course at a major state university. Developmental steps undertaken to enhance the theoretical basis and validity of a preliminary version of the test are reported. The 48-item multiple-choice test was developed based upon an analysis of mental processes used by engineering graphics experts. Two major skills, visual synthesis and decomposition, were identified. Within these major skills, four other skills were identified: pattern recognition, two-dimensional versus three-dimensional visualization, ability to move images mentally, and ability to perceive an object from another direction by an orientation or rotation method. Scoring of tests and report generation were handled on a microcomputer. Results of the test administration were correlated with Scholastic Aptitude Test (SAT) and American College Test (ACT) scores as well as with engineering graphics course examination scores. Results indicate that the new test is a better student selection device than are the currently used SAT and ACT scores. Two sample test items and one data table are included. (TJH)

This study aims to investigate the effects of virtual reality (VR)-based learning environment on learners of different spatial visualization abilities. The findings of the aptitude-by-treatment interaction study have shown that learners benefit most from the Guided VR mode, irrespective of their spatial visualization abilities. This indicates that the VR-based learning environment is able to serve as a promising medium to accommodate individual differences in terms of this aptitude. (Contains 10 tables.)

Spatial skill is the ability to move or reconstruct objects and components of one or more parts in three-dimensional space in their mind. In other words, it is defined as the mental arrangement of spatial skills objects and their parts in two-dimensional and three-dimensional space. 500 volunteer students included from Faculty of Education Primary School Teaching Department and Faculty of Sports Sciences as voluntarily. 336 questionnaires were collected from 176 male and 153 female students from two faculties. For collecting data, Spatial Visualization Test (SVT) questionnaire was used that was developed by Loppan et al. (1983) adapted into Turkish by Dursun (2010). There was a statistically significant difference according to the scores from the spatial anxiety (F = 4.296, p<0.005) and spatial visualization test (F = 3.964, p <0.005) in terms of the departments.

Based on the findings from the elicitation study, we developed cross-reality environments tailored to three distinct domains: for 3D molecular structure data, for 3D point cloud data, and for 3D anatomical data. In particular, we designed interaction techniques that account for the inherent features of interactions in both spaces, facilitating various forms of interaction including mid-air gestures, touch interactions, pen interactions, and combinations thereof to enhance the users' sense of presence and engagement. In this study, we aim to evaluate the usability of the cross-reality exploration environment with biologists, focusing on its use for domain research.

Three-dimensional spatial visualization is an essential skill for geoscientists. We conducted two evaluations of students' spatial skills to examine whether their skills improve after enrollment in a geology course or courses. First, we present results of pre- and post-course survey of abstract visualization skills used to characterize the range of spatial abilities in the student population at Carleton College. In Introductory Geology, there was a correlation between those who score very poorly on the spatial survey and those who receive a grade of C or lower. Students in higher-level courses had better developed visualization skills than those in Introductory Geology. Gender differences disappeared in upper-level courses except for the spatial relations (mental rotation) task, where male students consistently outperformed females. Second, we describe the efficacy of instructional materials designed for a Structural Geology course at the University of Wisconsin. This study included a qualitative controlled experiment investigating whether frequent use of stereographic projections affected student performance on exam questions requiring spatial skills. The results of both the survey-based quantitative study and materials-based qualitative study suggest that students' spatial abilities can improve through practice provided in geology courses.

The aim of this study is to evaluate sixth-grade Turkish students' spatial visualization ability and to determine the strategies that students employ and the mistakes that they make while solving the problems requiring spatial reasoning. Therefore, the study examined the following achievements: visualizing different view images of three-dimensional structures made from unit cubes, interpreting two-dimensional pictorial representations of three-dimensional objects and finding the faces of the cube. In this study, spatial visualization behaviors were limited to the achievements covered by the Turkish primary education mathematics curriculum. Data were collected by

We are developing a prototype massively parallel database management system with applications to earth sciences. Our system will enable the highly efficient accumulation and retrieval of vast amount of general, scientific, and spatial data, utilizing a Semantic/object oriented approach to database management. One type of data in this system is a generalized spatial function - a function from a Cartesian product of several continuous and/or discrete domains into a Cartesian product of continuous domains and/or discrete domains and/or sets of semantic facts. This paper addresses issues of database storage of such functions, their querying, and visual presentation of results as multi-dimensional objects, particularly superimposition of two spatial functions in a 3-D display.

The aim of this study was to improve pre-service teachers' ability to infer cross-sections of geometric solids with Wolfram demonstrations and Mathematica in Analytic Geometry II course. The study was conducted with third year students studying Elementary Mathematics Education. In this study, the pre-test--post-test control group design was used. Both before and after the procedure, both groups were administered the Santa Barbara Solids Test (SBST) developed to measure their ability to mentally visualize the cross-section that results from the intersection of a cutting plane and a geometric solid. During the procedure, the participants in the control group were mainly asked to complete the graph drawings of geometric solids by just using plane cross-sections in paper-and-pencil format whereas those in the experimental group were supplemented with computer aided instruction in addition to these paper-and-pencil activities. In addition, the students in the experimental group were asked about their opinions on the procedure. The results showed a statistically significant increase in average achievement for both groups. On the other hand, this increase in the averages was significant for all the indices, and therefore for all problem types, of the experimental group SBST whereas it was significant only for the embedded orthogonal and embedded oblique items and for all problem types of the control group (p<0.05).

The main purpose of this study was to determine significant positive effects among the use of three different types of drafting models, and to identify whether any differences exist towards promotion of spatial visualization ability for students in Industrial Technology and Technology Education courses. In particular, the study compared the use of different types of drafting models (a 3D printed solid object, a 3D computer generated drawing, and a 2D drawing) using a technical drawing activity as the main assessment tool. This research can help in understanding the optimal type of drafting model to be used in technology education and industrial technology courses, allowing for visualization ability to be enhanced. This small quasi-experimental study provides results related to the commonly used method of 2D visual modeling. Instead, it seems a 3D solid model gives the students a better understanding of the tasks being taught. However, based on the small amount of similar studies, it appears that more research is needed.

The models of standard test theory, having evolved under a trait-oriented psychology, do not reflect the knowledge structures and the problem-solving strategies now seen as central to understanding performance and learning. In some applications, however, key qualitative distinctions among persons as to structures and strategies can be expressed through mixtures of test theory models, drawing upon substantive theory to delineate the components of the mixture. This approach is illustrated with response latencies to spatial visualization tasks that can be solved by mental rotation or by a nonspatial rule-based strategy. It is assumed that a subject employs the same strategy on all tasks, but the possibility of extending the approach to strategy-switching is discussed. (Contains 21 references, 8 tables, and 6 figures.) (Author)

Spatial visualization is not yet clearly understood. Some researchers have concluded that two factors or abilities are involved, spatial orientation and spatial visualization. Different definitions and different tests have been proposed for these two abilities. Several studies indicate that women generally perform more poorly on spatial tests than do men; it has been suggested that this sex difference has an hereditary basis. Several studies support this hypothesis. A study has shown that females with Turner's Syndrome perform much more poorly on Wechsler performance subtests than on the verbal subtests, but immaturity due to parental indulgence may account for these results. A research question of considerable interest is at how early an age spatial ability can be tested. Few attempts have been made to improve performance on spatial tests by practice or relevant training, but the author has such a study with third and fifth graders underway. Such studies have shown training to improve scores considerably. References are provided. (KM)

The Game: Without looking, players have to pick the correct "coins" out of a bag by feeling for the shape of the characters. Play begins with two coins. More coins are added each round. The coins represent eighteen of the highest frequency characters in Chinese. Background: When I first started to use some simple CAD software, I found working in 3D space very difficult. After doing a little research it came up that gender may play a role in spatial skills. Whether or not this is true we do know that these skills can be trained and improved upon: http://www.parentingscience.com/spatial-intelligence.html Since some little girls may not be inclined (for whatever reason) towards Lego or building block type toys I decided to look into a ways a spatial element could be piggybacked on the sort of activities they were already doing. For me as a child that was puzzles and memory games so that is where I am starting. This game is my first attempt, it requires the player have a strong mental image, and be able to rotate that image in their mind. It's more an idea I am playing with than a finished project, I hope others are able to build upon and improve it. It is obviously suitable for both boys and girls of all ages, but I think due to the lack of other play incorporating spatial visualization it may be more helpful to girls. All children love a good story, and a well told story makes a game that much more engaging. So here is the story of the origin of Thieves’ Purse: http://sexycyborg.net/Ban_Ji_and_the_Thieves_Purse.html

This paper aims to quickly and precisely visualize remodeled design images based on image generation AI so that they can be used as alternative images in the early stages of design. In order to create a space image suitable for the user, the contents of the text are proceeded as follows. Bathrooms with many accidents in the space were selected as the target space, and users were designated as elderly people with many physical changes. Learning image data for additional training was self-generated according to the user's body characteristics, and the learning data focused on musculoskeletal aging among the body characteristics of elderly users. When the image was generated using additional training models, it was confirmed that a meaningful spatial image was created for musculoskeletal aging users, and it can be expected that the spatial image for spatial remodeling can be obtained quickly and accurately without the help of experts through subsequent studies to make it easier for general users

According to Farrell and Kotrlik (2003), educators can become more effective teachers by assessing their students' preferred learning styles. This assessment can help in planning the curriculum and in selecting appropriate instructional methods. Thus, research is needed to determine if there is a link between students' learning styles and their cognitive abilities such as spatial visualization. This article presents a study which determines whether novice drafters' ability to visualize three-dimensional objects and identify two-dimensional representations of three-dimensional objects were influenced by basic drafting instructional methods or the students' learning styles. The objectives of the study were to: (1) Compare novice drafters' spatial visualization ability with the methods of drafting instruction they received; (2) Compare novice drafters' spatial visualization ability with their preferred learning styles; (3) Compare novice drafters' spatial visualization ability with their prior instruction or experiences in drafting and/or art; and (4) Verify whether novice drafters' perceptual modality learning styles changed from pretest to postest. Study results showed a considerable difference in novice drafters' spatial visualization ability scores results when modality learning styles were addressed as part of the instructional process. The results also suggested that enrollment in prior CAD courses was not effective in developing novice drafters' spatial visualization ability. (Contains 7 tables.)

This study aimed at determining the effects of using a computer algebra system (CAS) on undergraduate students' spatial visualization skills in a calculus course. This study used an experimental design. The "one group pretest-posttest design" was the research model. The participants were 41 sophomore students (26 female and 15 male) studying at an undergraduate program in the department of mathematics in the west Anatolia region of Turkey. In order to determine students' spatial ability, The Purdue Spatial Visualization Test: Visualization of Rotation (PSVT-R) was used as the pre-test and post-test. This test consists of 30 multiple choice items and it assesses the skills of mental rotation of objects. The results of the study showed that using CAS in a calculus course had a positive effect on developing students' spatial visualization abilities. The results also showed that spatial visualization skills can be a predictor for success in a calculus course. The results have some important implications for education. First is that spatial visualization skills can be improved through training with relevant content. Second is that proper instruction by using some computer software such as MAPLE is effective for improving spatial visualization skills.

This study aimed at determining the effects of using a computer algebra system (CAS) on undergraduate students' spatial visualization skills in a calculus course. This study used an experimental design. The "one group pretest-posttest design" was the research model. The participants were 41 sophomore students (26 female and 15 male) studying at an undergraduate program in the department of mathematics in the west Anatolia region of Turkey. In order to determine students' spatial ability, The Purdue Spatial Visualization Test: Visualization of Rotation (PSVT-R) was used as the pre-test and post-test. This test consists of 30 multiple choice items and it assesses the skills of mental rotation of objects. The results of the study showed that using CAS in a calculus course had a positive effect on developing students' spatial visualization abilities. The results also showed that spatial visualization skills can be a predictor for success in a calculus course. The results have some important implications for education. First is that spatial visualization skills can be improved through training with relevant content. Second is that proper instruction by using some computer software such as MAPLE is effective for improving spatial visualization skills.

The purpose of this study was to investigate the effects of using dynamic geometry software on preservice mathematics teachers' spatial visualization skills and to determine whether spatial visualization skills can be a predictor of success in learning analytic geometry of space. The study used a quasi-experimental design with a control group. There were 46 students in the experimental group and 48 students in the control group. The Purdue Spatial Visualization Test (PSVT) was applied as both pre-and post-test to measure the students' spatial visualization skills. Furthermore, the Prior Knowledge Test (PKT) was administered at the beginning of the study to measure their prior knowledge, and the Academic Achievement Test (AAT) was used to evaluate their ability in analytic geometry of space. The results of the study showed that using dynamic geometry software was effective for improving students' spatial visualization skills. It was also found that spatial visualization skills are a significant predictor of success in spatial analytic geometry.

This paper presents the results of two studies which were performed to assess the effects of the practice of an interactive video game on spatial visualization test scores. The first study used 70 Laval University undergraduate students as subjects, while subjects for the second study were 101 seventh grade students from the area of Quebec City. In both studies, all subjects were given a pretest and a posttest on the Space Relations Test of the Differential Aptitude Tests (French Canadian version). The experimental groups--one in each study--had eight sessions of playing the interactive video game Zaxxon; the control groups received no such treatment. In the adults' experiment, the 2 (group) by 2 (sex) analysis of covariance yielded a significant effect for group, no effect for sex, and no interaction of group X sex, indicating that both men and women gained significantly and equally from playing Zaxxon. The adolescents' experiment revealed no significant result, and a re-examination of the procedure revealed several problems that may have contributed to these experimental inconsistencies. It is recommended that future studies in the area of training cognitive skills incorporate a more extended practice period, multiple training conditions, and be established on data assuring convergent validity between the game itself and the skills to be trained. A four-page reference list is provided. (Author/DJR)

Cognitive science research shows that the brain has two systems for processing visual information, one specialized for spatial information such as position, orientation, and trajectory, and the other specialized for information used to identify objects, such as color, shape and texture. Some individuals seem to be more facile with the spatial visualization system, while others favor the object visualization system. This commentary hypothesizes that geosciences draw heavily on both systems, in contrast to other studied professions whose practitioners tend to be strong at spatial visualization (e.g. physics), or object visualization (e.g. visual arts). Candidate object visualization tasks in geosciences include identifying rocks, minerals and fossils, and interpreting remote sensing images. Candidate spatial visualization tasks include envisioning the folding and faulting of sedimentary strata, and envisioning a 3-D volume from 2-D data. In general education, geoscience activities rich in object-visualization could provide an opportunity to motivate and empower a population--object visualizers--who may have disliked prior science courses. In the education of geoscience specializers, a challenge is to find instructional supports to strengthen the object visualization skills of spatial visualizers, and the spatial visualization skills of object visualizers, to produce graduates with both competencies.

Portions of a dissertation describing the circular-spatial data of the Space Shuttle Rocket Motor Nozzle is presented.

Geometry is the study of shape and space. Without spatial ability, students cannot fully appreciate the natural world. Spatial ability is also very important for work in various fields such as computer graphics, engineering, architecture, and cartography. A number of studies have demonstrated that technology has an important potential to develop spatial skills. In the present study, the effect of dynamic geometry software (DGS) Cabri 3D on student mathematics teachers' spatial skills was examined. The study used a one-group pretest-intervention-posttest experimental design. In this context, 40 student mathematics teachers took "Purdue Spatial Visualization" (PSV) test as pretest at the beginning of the study, and then some implementations were carried out with these students by using Cabri 3D software for 8 weeks. The PSV test was retaken by students at the end of the study. That if there was a meaningful difference between the pretest and posttest results was examined by using paired sample t test. The findings demonstrated that these computer supported activities contributed to development student mathematics teachers' spatial skills.

Geometry is the study of shape and space. Without spatial ability, students cannot fully appreciate the natural world. Spatial ability is also very important for work in various fields such as computer graphics, engineering, architecture, and cartography. A number of studies have demonstrated that technology has an important potential to develop spatial skills. In the present study, the effect of dynamic geometry software (DGS) Cabri 3D on student mathematics teachers' spatial skills was examined. The study used a one-group pretest-intervention-posttest experimental design. In this context, 40 student mathematics teachers took "Purdue Spatial Visualization" (PSV) test as pretest at the beginning of the study, and then some implementations were carried out with these students by using Cabri 3D software for 8 weeks. The PSV test was retaken by students at the end of the study. That if there was a meaningful difference between the pretest and posttest results was examined by using paired sample t test. The findings demonstrated that these computer supported activities contributed to development student mathematics teachers' spatial skills.

Visualizing spatial material is a cornerstone of human problem solving, but human visualization capacity is sharply limited. To investigate the sources of this limit, we developed a new task to measure visualization accuracy for verbally-described spatial paths (similar to street directions), and implemented a computational process model to perform it. In this model, developed within the Adaptive Control of Thought-Rational (ACT-R) architecture, visualization capacity is limited by three mechanisms. Two of these (associative interference and decay) are long standing characteristics of ACT-R's declarative memory. A third (spatial interference) is a new mechanism motivated by spatial proximity effects in our data. We tested the model in two experiments, one with parameter-value fitting, and a replication without further fitting. Correspondence between model and data was close in both experiments, suggesting that the model may be useful for understanding why visualizing new, complex spatial material is so difficult.