Spatial Abilities for Architecture: Cross Sectional and Longitudinal Assessment With Novel and Existing Spatial Ability Tests

Atypical lateralization of visuospatial attention can be associated with better or worse performance on line bisection

The causal and statistical hypotheses diverge in determining whether the lateralization of language function in one cerebral hemisphere entails the lateralization of visuospatial function in the opposite hemisphere. Additionally, it remains unclear if the atypical segregation of these functions could influence cognitive performance. This study addresses these questions by examining the hemispheric lateralization of visuospatial attention during a line bisection judgement (landmark) task in three groups of healthy non-right-handed individuals with different language production segregations: left (typical), ambilateral (atypical), and right (atypical). Consistent with the causal hypothesis, results indicate that the groups with left and right language lateralization primarily utilize the opposite hemisphere for visuospatial attention. The ambilateral group, however, displays a pattern compatible with an independent segregation, supporting the statistical hypothesis. Behavioral analyses reveal that atypical lateralization of visuospatial attention (non-right) can lead to either better or worse performance during the landmark task, depending on the specific pattern. Bilateral organization is associated with reduced overall accuracy, whereas the left segregation results in improved performance during the most challenging trials. These findings suggest the existence of diverse pathways to lateralization, akin to either the causal or statistical hypothesis, which can result in cognitive advantages or disadvantages.

No evidence of a positive effect of learning Chinese language as an L2 on spatial ability

Spatial ability (SA) was shown to be a robust predictor of success in various educational contexts, including STEM. Thus, ways to improve SA are of interest to educational psychology. There is some evidence that SA might be improved via learning character-based language, e.g. Chinese as a second language (CSL), however, the existing research is quite limited. The study aims to investigate an effect of CSL learning on SA in schoolchildren from Year 2 to Year 7. Current study employs a sample of Russian schoolchildren (N = 283), who learnt: English only, English and Spanish; or English and Chinese. Participants completed Raven's progressive matrices and Mental rotation task at the age of 8 and again at the age of 14. Our data showed negligible group differences in the initial SA level at Year 2 (before learning second language). Similar negligible differences were found at Year 7. Regression analysis showed that SA was predicted by intelligence (Raven's) and gender but not language learnt at both ages. This pattern of results indicates that learning a Chinese as a second language is unlikely to affect SA. Further research is needed to investigate whether other factors, such as length, intensity and context of learning, moderate this link.

This is the way: Network perspective on targets for spatial ability development programmes

BACKGROUND

Spatial ability (SA) was shown to be important for success in different fields, including STEM. Recent research suggested that SA is a unitary construct, rather than a set of related skills. However, it is not clear how individual differences in different facets of SA emerge, and how they relate to variance in general cognitive ability.

AIMS

The aim of the present study was threefold: 1) to examine the structure of SA testing nine theoretical models; 2) to explore the relation between 16 different facets of SA with general cognitive ability; and 3) to identify central facet(s) within the network of SA - with most links and/or strongest links to other facets.

SAMPLE

The study participants were 958 university students from Russia.

METHODS

The study used a comprehensive battery of 16 SA tests and a verbal ability measure.

RESULTS

Results supported previous research, suggesting moderate overlap between all SA facets. Factor analysis suggested several potential structures, with similar fit indices for five different theoretically driven models, including split into small- and large scale; partially independent manipulation, visualization and navigation facets. Confirmatory factor analysis, mediation and network analyses showed spatial ability being largely independent from verbal ability. In addition, network analysis showed that navigation according to directions is in the centre of the network, potentially linking all SA facets.

CONCLUSION

The results have potential implications for identifying the best targets for SA interventions. The next step in research is conducting experimental studies to evaluate effectiveness of interventions targeting navigation in comparison with other facets of SA.