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Spatial
Spatial
Spatial
spatial
1
adjpertaining
spacial
Antonyms:
nonspatial
not spatial
spatial
adjective \sp-shl\
1
: relating to, occupying, or having the character of space
2
: of or relating to facility in perceiving relations (as of objects) in space <tests of spatial ability>
spatiality noun
spatially adverb
1.
2.
When patients have this kind of problem, they can't feel the relationship between their body and
their feet, so they must rely on visual cues to keep themselves upright. Without these cues, they lose
their spatial orientation and fall. John Pettinato, Discover, October 2004
3.
[+]more
Origin of SPATIAL
spatial
adjective \sp-shl\
(Medical Dictionary)
1
: relating to, occupying, or having the character of space<affected with spatial disorientation>
2
: of or relating to facility in perc eiving relations (as of objects) in space <tests of spatial ability>
spatially adverb
1.
Measurement[edit]
The cognitive tests used to measure spatial visualization ability include mental rotation tasks like the Mental
Rotations Test and cognitive tests like the VZ-1 (Form Board), VZ-2 (Paper Folding), and VZ-3 (Surface
Development) tests from the Kit of Factor-Reference cognitive tests produced by Educational Testing Service.
Though the descriptions of spatial visualization and mental rotation sound similar, mental rotation is a particular
task that can be accomplished using spatial visualization.[1]
The Form Board test involves giving participants a shape and a set of smaller shapes. They are then instructed to
determine which combination of small shapes will fill the larger shape completely without overlapping.
The Paper Folding test involves showing participants a sequence of folds in a piece of paper, through which a set
of holes is then punched. The participants must choose which of a set of unfolded papers with holes corresponds
to the one they have just seen.
The Surface Development test involves giving participants a flat shape with numbered sides and a threedimensional shape with lettered sides and asking the participants to indicate which numbered side corresponds
to which lettered side.
Gender differences[edit]
See also: Sex and intelligence: Spatial abilities
It has been suggested that this article be merged into Sex and intelligence#Spatial abilities.
(Discuss) Proposed since January 2014.
According to certain studies, men on average have one standard deviation higher spatial intelligence quotient
than women.[2] This domain is one of the few where clear sex differences in cognition appear. However, in a
couple of studies, once time constraints were removed, women did as well as men. It has also been found that
spatial ability correlates with verbal ability in women but not in men, suggesting that women may use different
strategies for spatial visualization tasks than men do. However, spatial ability is correlated with video game
exposure and other such activities, and thus gender difference in spatial ability may be linked to a difference in
spatial experience, rather than actual difference in innate spatial ability. Indeed, University of Toronto researchers
have discovered that differences between men and women on some tasks that require spatial skills are largely
eliminated after both groups play a video game for only a few hours.[3] Although some have claimed women are
more "visually dependent" than men,[4] this has recently been disputed.[5] Other studies suggest gender
differences in spatial thinking may be explained by a stereotype threat effect. The fear of fulfilling stereotypes
negatively affects the performance which results in a self-fulfilling prophecy.[6] The adaptive significance, if any, of
male superiority in spatial navigation, has recently been questioned.[7]
Age differences[edit]
Older adults tend to perform worse on measures of spatial visualization ability than younger adults, and this effect
seems to occur even among people who use spatial visualization frequently on the job, such
as architects (though architects still perform better on the measures than non-architects of the same age). It is,
however, possible that the types of spatial visualization used by architects are not measured accurately by the
tests.
Human-computer interaction[edit]
In human-computer interaction, differences in spatial visualization ability lead to certain users performing more
efficiently than others at information search and information retrieval. This performance difference does not mean
that users with low spatial visualization ability cannot find information, but that they tend to be slower at doing so.
Spatial visualization ability is also not completely static; it can be improved with practice. However, since the onus
in the design of computer systems is on the designer to provide systems that can be used by the majority of
users or customers, compensating for low spatial abilities in the target populations is generally considered to be a
good idea.
Interventions that help out those with low spatial abilities on the World Wide Web include spatial organizers
like site maps and site structure previews, which can improve the performance of people with lower spatial
visualization ability while not hurting those with higher spatial visualization ability. Improving the interface
apparency by reducing the number of hidden dependencies between actions also improves the performance of
low Spatial Visualization individuals while increasing the performance of high Spatial Visualization individuals to a
slightly lesser degree.
Spatial Reasoning
Explanation:
Information which is already present in the memory
due to earlier observations or learning processes
Add Comments
3.17 A number of 'Spatial Objectives' are set out below to summarise the long term spatial focus of the Core Strategy. These spatial
objectives are based on the issues raised in the above table. They also reflect issues raised in previous public consultation stages
and the supporting evidence base and are to be delivered through the Core Policies set out in subsequent chapters of this Core
Strategy 'Preferred Options' document.
Spatial Objectives
Spatial objective 1: Focus new development in and around Scarborough Urban Area to enhance the towns role as the
coastal capital, increasing the range of facilities and providing a wide range of housing and employment opportunities.
Spatial objective 2: Maintain and enhance the role of Whitby, as an internationally recognised Heritage Town and a
principal town in the Regional Spatial Strategy, serving a sizeable rural area.
Spatial objective 3: Maintain and enhance the character and service centre roles of Filey and Hunmanby, and the seaside
resort role of Filey.
Spatial objective 4: Sustain the villages in the Borough through the protection and enhancement of existing facilities,
meeting local housing needs and creating local employment opportunities.
Spatial objective 5: Provide a quantity and range of housing to meet the needs of the Boroughs existing and future
residents and increase the supply of affordable housing.
Spatial objective 6: Provide for sustainable investment and growth for a diverse local economy, increasing year round
employment opportunities for local people.
Spatial objective 7: Support the provision of suitable, distinctive, accessible and convenient health, education, retail,
leisure and community facilities.
Spatial objective 8: Ensure that the cumulative impact of development protects and enhances historic areas, buildings and
structures as key assets in enhancing the Boroughs tourism offer.
Spatial objective 9: Promote development that is sustainable and equitable by virtue of its location, design and use of
finite natural resources.
Spatial objective 10: Protect and where possible enhance the high quality natural environment and biodiversity in the
Borough.
Spatial objective 11: Ensure that new development adapts to climate change and mitigates against the risk of flooding and
coastal erosion.
VISUAL-SPATIAL
LEARNING CHARACTERISTICS
STRENGTHS
WEAKNESSES
Thrives on complexity
Fascinated by computers
Inattentive in class
Creative, imaginative
A systems thinker
Elaborate doodler
Daydreamerrich fantasy
life
Avid TV fan
Loves music
induce labor. Gifted infants often have larger than average heads (Hitchfield, 1973), which
may lead to more difficult birthing and longer labor. Our clinical records show that mothers
of exceptionally gifted children (160 IQ and above) tend to have longer than average labor,
more Pitocin than the 3 to 4 hours known to be safe, and more emergency C-sections due to
fetal distress. A significant number of the visual-spatial learners in our sample had difficult,
complicated births, and demonstrated sensory-motor integration dysfunction with concomitant
handwriting difficulties.
It is possible to be a visual-spatial learner with impaired vision or an auditorysequential
learner with impaired audition. Blind individuals may visualize as their main mode
of learning, and deaf individuals may auditorize. It is a challenge to assess the intelligence
and learning style of an individual who suffers from weaknesses in either modality, and nearly
impossible to gain accurate information on the abilities of individuals who have weaknesses
in both major modalities. The latter group is likely to be labeled kinesthetic, haptic, or
tactile learners, as these individuals must rely on touch or information from their bodies as
their main modality of learning when their eyes and ears fail to provide accurate sensory data.
As kinesthetic is subsumed under right hemispheric processing (Bogen, 1969), instructional
methods recommended for visual-spatial learners also appear to be applicable to this third
group.
14 Visual-Spatial and Auditory-Sequential Learners
An Instrument to Assess Visual-Spatial Learners
Clinical observations led to the development of the visual-spatial learner construct in
1982. Among the early clinical indicators of this learning style are:
ability to do advanced puzzles;
love of construction with Legos and other building materials;
fascination with numbers and counting;
interest in mazes, chess, geography, map reading, map making, and other spatial
activities;
at least one parent engaged in a visual-spatial field, such as art, technology, or
aeronautics.
Major symptoms of auditory-sequential weaknesses include more than nine ear infections
before the age of three years; poor phonemic awareness; difficulties with spelling; resistance
to writing assignments; and poor organizational skills.
In 1992, an interdisciplinary team was brought together at the Gifted Development
Center to create an instrument to identify visual-spatial learners. At various points, the team
items were reworded so that they were positive for auditory-sequential learners. The name of
the questionnaire was changed to reflect both learning styles. The revised instrument was
completed as a retest by the subjects who had participated in Pilot I. Analysis of the results of
Pilot II pointed to the conclusion that five factors were not adequately controlled in our
sample:
age (6 25)
gender (significantly more males than females)
race and ethnicity (predominantly white)
socio-economic status (upper middle class)
level of intelligence (gifted)
Pilot III was conducted in April of 1999 to correct these shortcomings.
Pilot III involved an entire middle school of 447 fifth and sixth grade students at Baker
Central School in Fort Morgan, Colorado. In this setting, age was tightly controlled; the vast
majority of the students ranged from 10 to 12 years of age, with a few 13 year olds. Baker
has a close gender balance, with 55% girls and 45% boys. It also has an ethnically diverse
student body: nearly 40% of the students are of Hispanic origin. Less than 2% of the school
represents other ethnic groups. In contrast to the upper middle class SES of the Gifted
Development Center sample, Baker Central is composed of children of the full SES spectrum.
The IQ distribution was assumed to fit the normal curve of distribution.
The questionnaires were translated in Spanish and retranslated back into English from
the Spanish version to assure that each translation was accurate. In this way, an equivalent set
17 Visual-Spatial and Auditory-Sequential Learners
of Self and Observer Reports was constructed for students and parents who preferred to
respond in Spanish. Bilingual personnel assisted in the data entry and reading of comments
on the forms. All students and their parents were asked to complete the questionnaires, and
teachers were asked to rate all of their students. After collection of the data, so as not to bias
its collection, Steve Haas, the Projector Director, and I provided a half-day in-service to the
faculty at Baker Central School on the characteristics of visual-spatial learners and auditorysequential
learners. The teachers were then asked to identify subjectively a handful of the
most visual-spatial and most auditory-sequential students in each class. These ratings were
also entered into our database.
This constituted a multi-trait (visual-spatial and auditory-sequential), multi-factor,
multi-method study, incorporating:
self-ratings by students
example, with flash cards, spread the cards out and allow them to pick out what they
know, instead of drilling them on the cards one at a time to see if they are right or
wrong.
23 Visual-Spatial and Auditory-Sequential Learners
23. Memorization of facts is a weakness. Use visualization and mnemonics as aids.
24. Humor and playfulness actually increase learning. Use them liberally, but avoid
sarcasm and teasing.
25. Play Whats My Rule? These pattern finders are good at discovering rules and
principles. (Maxwell, 1998)
Conclusion
Auditory-sequential abilities correlate with school success and school comfort.
Visual-spatial abilities correlate with creative production in adult life. Some of the most
brilliant creators in history (e.g., Faraday, Maxwell, Einstein, Edison, Tesla, da Vinci, etc.)
apparently had difficulty with auditory-sequential abilities, such as reading, spelling,
calculation and handwriting (West, 1991). In the 20th century, when schools focused
primarily on these left-hemispheric abilities entailed in literacy, creative students usually did
not emerge as scholars. However, in the 21st century, when schools become more
technologically oriented, when the emphasis is on concept formation, problem finding,
gathering of information, pattern recognition, and creative expression, visual-spatial learners
may blossom into excellent students.
Many visual-spatial learners have been badly wounded in the traditional school
system. They have been made to feel stupid, lazy, defiant, and unworthy because their
learning style has not been fully understood and appreciated. The damage to these childrens
self-esteem can be healed if they have the chance to work with caring, sensitive teachers who
recognize their true potential. Children respond to those who believe in them. If they receive
encouragement, their performance may improve dramatically as they get older. Many
24 Visual-Spatial and Auditory-Sequential Learners
spatially oriented learners suddenly blossom in puberty (Dixon, 1983). For others, success
occurs in high school, college or adult life. One possible reason for this late blooming pattern
is that the material finally becomes challenging enough to force the integration of the two
hemispheres (Levy, 1982). Most visual-spatial adults compensate well for sequential
weaknesses and may excel in such areas as computer technology, aeronautics, physics,
engineering, cartography, photography, art, architecture, design, music, dance, theater,
mechanics, and mathematics. They are the creative thinkers and visionaries in many fields.
It is our hope that when the Identifier is refined, teachers will be able to identify easily
the visual-spatial learners in their classrooms. This should facilitate greater responsiveness to
these atypical students. When teachers employ the visual and holistic techniques outlined
above, auditory-sequential students also profit. Their creativity is enhanced, as well as their
ability to adapt to the technological advancements of the 21st century. The technological age
favors visual learners. Thus, this model has the potential of serving all students, preparing
both types of learners for a future beyond literacy
10 Benefits of Visualization
"The importance of visualization"
12
1.
2.
Joy: Visualizing something that you want to have or want to experience can bring
great joy into your life. We may not be in the position right now to do or have what we
want, but we can visualize it. This is the next best thing to actually having it or doing it.
Our minds dont know the difference in visualization and actually having or doing a thing,
so it will respond in the same way it would if you where actually experiencing that which
you are visualizing.
3.
4.
Improved focus: When you quiet your mind to visualize, you are actually improving
your ability to focus. You no longer are bound by the restrictions of your day. The more
you visualize, and the better you get at it the better your overall focus becomes.
5.
Inspiration: You can gain inspiration and you can become inspired to take action
toward your dreams by taking the time to visualize them. We are more likely to believe in
and to move forward toward or dreams, if we can actually see them as possible and
visualization can do that for us.
6.
Self confidence booster: As we visualize and see ourselves having and doing the
things we want, we begin to become more confident in ourselves. The more confident
we become in ourselves, the more we start to do and be, which in turn, builds even more
self confidence.
7.
8.
Mood booster: Naturally, if we are becoming more confident, relieving stress and
experiencing more joy then our mood is going to increase as well. Any time I finish
visualizing, I feel calm, relaxed and extremely happy. I feel like I can do anything. These
are the true benefits of visualization.
9.
Practice and rehearse: Even on a rainy day you can practice pitching, or running, or
swimming all in your mind. It has been proven that visualizing yourself doing something
is just as effective as actually doing it and in some cases even more so. Combining
creative visualization with actual physical practice can catapult your results.
10.
Health benefits of visualization: You can actually visualize yourself getting better.
You can visualize your body rebuilding itself, and in turn, your body will begin to respond.
The other benefit is that the act of visualizing, no matter what it is your visualizing,
reduces stress, relaxes the mind, and increases our overall mood which in turn lowers
our blood pressure and allows our body to function at full capacity.
11.Spatial Visualization
12.
13. Spatial Visualization tests are used to assess a person's ability to mentally manipulate 2dimensional and 3-dimensional figures. Spatial Visualization tests are often used in the
recruitment process of engineers, architects, chemists and more.
Spatial visualization tests can sometimes be called 'Spatial Relations Tests' or 'Spatial
Reasoning Tests' or even 'Spatial Intelligence Tests.