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Thesis (Ph.D.)--University of Wollongong, 2004. / Typescript. Includes bibliographical references: leaf 217-229.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 98-104).

Thesis (M. Sc.), Memorial University of Newfoundland, 1999. / Bibliography: p. 73-80.

Thesis (MS)--Montana State University--Bozeman, 2010. / Typescript. Chairperson, Graduate Committee: A. Michael Babcock. Includes bibliographical references (leaves 44-47).

Thesis (M.S. in Psychology)--Vanderbilt University, Aug. 2005. / Title from title screen. Includes bibliographical references.

The test scores of spatial ability for women lag behind those of men in many spatial tests. On the Mental Rotations Test (MRT), a significant gender gap has existed for over 20 years and continues to exist. High spatial ability has been linked to efficiencies in typical computing tasks including Web and database searching, text editing, and computer programming. The relationships between the components of visuospatial ability and performance are complex. However, research strongly indicates that a connection exists, and further research is necessary to determine the interactions between the variables of environment, genetics, and spatial training. Spatial experience can enhance spatial skills. However, to what extent spatial skills can be enhanced in female adolescents through a spatial curriculum to reduce the gap in scores has not been fully researched, nor has the impact of spatial skill on information seeking. This research project investigated spatial skill in adolescent females by examining (1) the extent to which the intervention of teaching a spatial curriculum in a single-sex setting could improve mental rotation test scores, and (2) the impact of spatial skills on an information seeking task in a single-sex setting. The extent to which a spatial visualization curriculum can improve MRT scores from a pretest to a posttest for girls was the first factor examined using a spatial visualization curriculum. The information seeking task used 4 tasks from a doctoral study and utilized the scholarly journal database JSTOR® (JSTOR, Ann Arbor, MI, www.jstor.org).

This study was conducted to continue the investigation of apparent differences in cognitive ii abilities between Navajo Indian children and non-Navajo children. Subjects were 248 second-grade students, ranging from 7 to 9 years old. The Navajo sample lived in the Shiprock, New Mexico, area of the Navajo Indian Reservation, and the non-Navajo sample lived on the east side of Salt Lake City, Utah. Data were collected using six tests designed to measure spatial abilities in primary grade children. Results indicated that the non-Navajo children scored significantly higher on two individual tests and on the total test score under timed conditions, with no differences between groups when timing was not a factor. Two factors were identified for both groups. Factor loadings were different between the groups. As the scoring moved from timed to extended time, it changed for the nonNavajo children but remained the same for the Navajo group. Discriminate function analysis indicated a moderate ability to predict group membership using these tests. Gender differences were noted as well, with females scoring significantly lower than males on timed but not on extended time. Some race/gender interactions also were recorded. Suggestions were made that differences may be related to varying strategies used by not only different racial groups but by both genders as well. The within-group variability indicated a need for investigation of individual differences as well as group differences. Suggestions included using a greater number of instruments, an exploration of strategies, and using a examiner familiar to the students.

Recent developments in educational practices have identified the teaching of STEM (science, technology, engineering, and mathematics) areas as important, but this emphasis on STEM fields has sacrificed educational focus on the Arts (Cohen, 2016). This is a significant loss, not only in terms of the loss of humanities education in itself, but through the potential loss of foundational skills through practice in artistic areas. The current paper explores this idea by investigating the correlational relationship between visual spatial abilities and participation in a variety of creative activities. Spatial ability is known to be a cognitive skill that underlies success in STEM related disciplines. Though numerous studies have explored spatial ability, no much is known about how individual differences in spatial ability arise. One possible area of inquiry is personal hobbies. It seems likely that creative hobbies that involve spatial-cognitive mechanisms would increase spatial ability. Knowledge gained concerning the relationship between spatial ability and creative pursuits may not only support education within artistic fields, but also within science, academia, and industry. If there is a relationship between frequent engagement in creative activities increased spatial abilities, we will have a stronger case for not cutting Arts education and can potentially provide a new approach to STEM pedagogy. The intent of the proposed study is to look at the connection between the frequency of engaging in eight extracurricular activities (e.g. literature, music, arts-and-crafts, creative cooking, science and engineering, sports, visual arts, and performing arts) and whether or not engagement in these activities correspond with increases in spatial ability.

In the Surface Development Test, self-perceived Sewing Expertise was significant in predicting participants' test scores. For the Paper Folding Test, Knitting and Crocheting Expertise were significant, suggesting expertise may mitigate age effects.; Spatial ability has been a topic of much research and debate over the past few decades. Yet, there are gaps in the current literature. Spatial ability refers to the aptitude of an individual to mentally rotate objects, visualize spaces, and recognize patterns (Linn & Petersen, 1985). A highly spatial task that is not addressed in research literature is crafting. Crafting may refer to knitting, crocheting, sewing, and other hobbies that include manipulations of materials. These crafts are spatially oriented, because they necessitate mental rotation, pattern recognition, and 3-D visualization to create an object. While research tends to favor males on certain spatial tests (Voyer, Voyer, & Bryden, 1995), research on the relationship between expertise and spatial ability has concentrated on traditionally male dominated domains, such as architecture and video games (Salthouse & Mitchell, 1990; Sims & Mayer, 2002). The traditionally female domain of needlework crafting expertise has not been studied empirically. First, a literature review is presented to give an overview of previous spatial ability research. The paper then describes the needlework crafts of sewing, knitting, and crocheting, including their historical significance and the spatial processes involved. A study was conducted to test the hypothesis that more expertise in needlework crafts will correlate with better performance on spatial ability tests. Three hundred and four adult women (ages 18-77) completed the study. Participant experience level was determined by self-perceived level of crafting expertise. Participants performed three spatial ability tests from the ETS Factor Reference Kit (Ekstrom et al., 1976): Paper Folding, Surface Development, and Card Rotations. Results indicated that age was correlated negatively with performance in all spatial tests. Only age was significant in the Card Rotations Test.