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The Purdue Spatial Visualization Test-Visualization of Rotations (PSVT:R) is a test of spatial visualization ability published by Roland B. Guay in 1977. [1] Many modifications of the test exist. The test consists of thirty questions of increasing difficulty, the standard time limit is 20 minutes.
The Mental Rotations Test is a test of spatial ability by Steven G. Vandenberg and Allan R. Kuse, first published in 1978. It has been used in hundreds of studies since then. [1] [2] A meta-analysis of studies using this test showed that men performed better than women with no changes seen by birth cohort. [3]
Supporting the presence of such differences early in development, other studies have found that gendered differences in mental rotation tests were visible in all age groups, including young children. Interestingly, these differences emerged much later for other categories of spatial tests. [16]
The cognitive tests used to measure spatial visualization ability including mental rotation tasks like the Mental Rotations Test or mental cutting tasks like the Mental Cutting 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.
Spatial ability is the capacity to understand, reason and remember the visual and spatial relations among objects or space. [1] There are four common types of spatial abilities: spatial or visuo-spatial perception, spatial visualization, mental folding and mental rotation. [3]
In 1993, Dror et al. found that pilots' performance was superior to non-pilots on a test of the speed of mental rotation. Although the block design test is characterized as a test of spatial visualization, not mental rotation, spatial visualization ability as measured by the block design test is highly correlated to mental rotation ability. [13]
The Mental Cutting Test is a measure of spatial visualization ability (MCT) (CEEB,1939) first developed for a university entrance examination in the USA. The test consists of 25 items. For each problem on the exam, students are shown a criterion figure which is to be cut with an assumed plane .
First proposed by Swiss psychologist André Rey in 1941 and further standardized by Paul-Alexandre Osterrieth in 1944, it is frequently used to further explain any secondary effect of brain injury in neurological patients, to test for the presence of dementia, or to study the degree of cognitive development in children.