This study seeks to examine how children utilize spatial ability to deal with spatial objects, such as reading pictures, building toy blocks and dealing with the relationship between objects. The main focus of this study is to understand how children utilize spatial ability to complete different spatial tasks. The study comprises of two contrasting cases of two 10 years old children. Each case encompasses to basic components namely: i) the perspective skills tasks, and ii) the small-scale space tasks. In each component task-based clinical interviews were used as the primary data collection instrument. The interviews were video-recorded and analyzed The small-scale space tasks required the children to build an experimental SimCity consisting six objects. The subjects were asked to complete the task twice, one as an identical mapping and once as a 1800 mirror image. In the first experiment, the children were asked to place the objects on a piece of grid paper in exactly the same position as they saw the objects in the SimCity. In the second experiment, the children were asked to place the objects on a piece of grid paper at exactly 1800 to what they observed the objects in the SimCity. The results showed that if the child neglected any one of the skills, they would make errors. This was best illustrated in the case where the children handled the L-shaped block. Child 2 made mistakes in recognizing the block in both in the first and second small-scale space tasks. These errors were related to the understanding of the spatial relation and the visual form constancy. The results showed that for placing the L-shaped block in the right position and direction, visual form constancy plays an important role. The results also showed that without using the orientation ability in which the skills include the spatial determination, spatial recognition, spatial form constancy and spatial relationship, it would also affect how the children deal with the small-scale space task. The result showed that the children need to relate to the visualization and orientation ability so as to deal with the relationship between themselves and the objects, among objects; and the objects and the environment. As a conclusion when the children were dealing with the task, basically they would use the skill of visual discrimination to determine every object. The evidence indicated that both children could make use of these skills. In addition, the using of object- to- object frame of reference and the child’s reasoning behind her/his spatial action also play an important role for successful performance of the small-scale space tasks. The study makes a contribution to theory by the originality of the design of the instrument. Furthermore, the findings unfolding the children spatial understanding provides insights for developing further topics in the school curriculum for enhancing students’ spatial sense. / published_or_final_version / Education / Doctoral / Doctor of Education

Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 146-153).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 66-71).

Spatial representations are external, physical entities, which are used to symbolise real world environments. These kinds of symbols provide information about the world, and shape the way that we think about it. Previous research into children's understanding and use of spatial representations has led to differing conclusions about how and when such abilities develop. This may be due to the diversity of different tasks and methods which have been adopted in the past. The aim of this thesis was to provide a systematic investigation of some of these tasks and methods, in order to establish whether they assess the same underlying abilities, and whether children perform similarly on all such tasks, using all such methods. A series of studies compared performance on two tasks - positioning and retrieval - and on two methods - inferring from a representation to a referent space, and from a referent space to a representation. Error data and time data were recorded in addition to success and failure. Results show that when target locations are completely concealed, levels of absolute success are similar on the two tasks. However, children take more time on the retrieval task, which may indicate a difference in the way they approach tasks presented in a familiar game format. Results also show that the two methods may not be equivalent. Performance under these two methods differs in younger children particularly. Familiarity with the referent space leads to improved performance when inferring from referent to representation, and to more sophisticated response strategies overalL. The presence of irrelevant material in either space does not affect performance. Results support the notion that some representational understanding can be achieved early in development, so representations of space can begin to be used from three years of age. However, despite this early achievement of representational understanding, deficits in spatial cognition mean that the ability to fully understand and use spatial representations is stil developing at 6 years of age.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 125-134). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Hawaii at Manoa, 1982. / Bibliography: leaves 109-118. / Microfiche. / x, 118 leaves, bound ill. 29 cm

Thesis (M.A.)--University of Toronto, 2005.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 100-112). Also available via the Internet.

Thesis (Ed. D.)--Illinois State University, 1975. / Title from title page screen, viewed Nov. 11, 2004. Dissertation Committee: Max R. Rennels (chair), Richard Salome, Frances E. Anderson, Eugene Fitzpatrick, Macon L. Williams. Includes bibliographical references (leaves 60-62) and abstract. Also available in print.

Thesis (M.S.)--University of Wisconsin--Madison, 1984. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 52-54).