Understanding mathematics and teaching mathematics involve numerous factors, one of which may be an individual's spatial ability. This paper examines research conducted on the relationship between spatial abilities and mathematics, gender differences in the area of spatial ability, the types of experiences that may affect one's spatial ability, and issues surrounding the teaching of spatial skills. Researchers have found that spatial ability does relate to mathematics and males tend to have greater spatial ability than females. Instruction has also been shown to be successful in helping individuals learn spatial skills. This paper also reports the results of a study that examined the differences in spatial ability among 98 participants (males, females, faculty, and students in the sciences and non-sciences) at a Pacific Northwest university. Although not all the results were statistically significant, they tend to agree with earlier studies that found gender advantages in spatial abilities favoring males over females. They also provide evidence of the existence of greater spatial abilities among participants who are engaged in scientific rather than non-scientific pursuits. The participants in this study also reported experiences that they believed influenced their success or failure in tasks requiring spatial ability. Such experiences were success in math and art classes, computer modeling, drafting, puzzles/games, Legos, construction, woodworking, and playing with blocks as a child. Participants also stated their belief that spatial ability related to success or lack of success in mathematics. Over half of the students felt that spatial ability would help in a math class. This study reveals that spatial ability does differ in individuals; that there exist experiences that individuals feel are important for developing spatial ability; and that spatial ability relates to mathematics. This information can be beneficial for both teachers and researchers. / Graduation date: 2002

A range of visually guided, spatial goal directed tasks are investigated, using a computational neuroethology approach. Animats are embedded within a bounded, 2-D environment, and map a 1-D visual array, through a convolution network, to a topography preserving motor array that stochastically determines the direction of movement. Temporal difference reinforcement learning modifies the convolution network in response to a reinforcement signal received only at the goal location. Three forms of visual coding are compared: multiscale coding, where the visual array is convolved by Laplacian of Gaussian filters at a range of spatial scales before convolution to determine the motor array; rectified multiscale coding, where the multiscale array is split into positive and negative components; and intensity coding, where the unfiltered visual array is convolved to determine the motor array. After learning, animats are examined in terms of performance, behaviour and internal structure. When animats learn to approach a solitary circle, of randomly varying contrast, rectified multiscale coding animats learn to outperform multiscale and intensity coding animats in both independent and coarse scale noise conditions. Analysis of the learned internal structure shows that rectified multiscale filtering facilitates learning by enabling detection of the circle at scales least affected by noise. Cartwright and Collett (1983) showed that honeybees learn the angle subtended by a featureless landmark to guide movement to a food source at a fixed distance from the landmark, and furthermore, when tested with only the edges of the landmark, still search in the same location. In a simulation of this experiment, animats are reinforced for moving to where the angle subtended by a solitary circle falls within a certain range. Rectified multiscale filtering leads to better performing animats, with fewer hidden units, in both independent and coarse scale visual noise conditions, though for different reasons in each case. Only those animats with rectified multiscale filtering, that learn in the presence of coarse scale noise, show similar generalisation to the honeybees. Collett, Cartwright and Smith (1986) trained gerbils to search at locations relative to arrangemments of landmarks and tested their search patterns in modifications of the training arrangements. These experiments are simulated with landmark distance coded as either a 1-D intensity array, or a 2-D vector array, plus a simple compass sense. Vector coding animats significantly outperform those using intensity coding and do so with fewer hidden units. Furthermore, vector coding animats show a close match to gerbil behaviour in tests with modified landmark arrangements.

Thesis (M.S.)--Bowling Green State University, 2010. / Document formatted into pages; contains ix, 47 p. ; ill. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 101-106. Includes bibliographical references (leaves 107-112).

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 101-106. Includes bibliographical references (leaves 107-112).

A study was conducted to investigate the relationships between cybergaming treatment groups and the control group (N = 99: ncontrol = 8; nlogic = 29; nspatial = 30; ncombination = 32) with success in the organic chemistry I course as measured by achievement over a 10-week period. The treatment groups included logic training, spatial training, and combination logic-spatial training. Students' ability was measured by pre/post exams using the Group Assessment of Logical Thinking (GALT) to measure logic ability, Purdue Visualizations of Rotations (ROT) test to measure spatial skills, and the General-Organic-Biochemistry (GOB) Exam to measure content attainment. Finally, students' responses about participation in this experience were evaluated using open- and closed-ended questions on a self-developed survey. A second study was conducted to evaluate the relationship between the cybergaming treatment and control groups (N = 88: nexperimental = 27; ncontrol = 61) with success in the general chemistry I course as measured by achievement and final course averages and grades. The cybergaming treatment group underwent intensive combination logic-spatial training for 10 weeks. Students' progress was measured using three pre/post instruments: Group Assessment of Logical Thinking (GALT) measured logic ability, Purdue Visualizations of Rotations (ROT) Test measured spatial skills, and the California Chemistry Diagnostic Exam measured content attainment. Finally, students' responses about their participation in this experience were evaluated using open- and closed-ended questions on a self-developed survey. Analyses of the data were performed to determine the relationships between cybergaming treatments and control groups in organic chemistry I and general chemistry I courses. In organic chemistry I results showed no statistical or practical significance as to students' success. In general chemistry I results indicated statistical significance and medium practicality for students with an average grade of C and for females over males as to improvement of spatial skills.

No description available.

Thesis(M.A.)--Case Western Reserve University, 2010 / Title from PDF (viewed on 2010-01-28) Department of Psychology Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 217-236). Also available on the Internet.