By using clinical interview, this study investigated mathematical problem solvin g,visual-spatial representations, and spatial visualization ability among 30 children with learning disabilities(MD) and 31 children without MD.

Whereas the Touching Blocks, the 2D panes and the 3D cubes attended to spatial visualization ability. The Touching Blocks could explain 80.7% of the spatial visualization factor, the 2D panes 84.6% and the 3D cubes 81.5%;

This study, through studying cognitive processing strategies for meaning line patterns, aims at compiling validity test measuring "Closure speed" ability of spatial visualization, and provides us with theories of selection and evaluation of pilots and astronauts.

This research investigated the visual spatial representations,mathematical problem solving and spatial visualization ability of forth grade,fifth grade,and sixth grade elementary school students.

ConclusionThe intelligence structure of children with spastic diplegia is imbalanced and PIQ of those children is significantly lower than the normal children, which is related to hands-eyes correspond, sight-motor correspond and speed, and space-sight ability.

The effect of diazepam on spatial visualization was studied using a double-blind crossover design.

These results suggest that diazepam impairs spatial visualization ability.

The reconstruction allows exact spatial visualization of all the tooth structures included in bone without any distortion or superimposition as is encountered on pantographic and lateral cephalometric radiography.

Diagnosis is usually established during coronary angiography, which is hampered by poor spatial visualization.

This study investigates the internal flow features around circular bridge piers by Particle Image Velocimetry applied both in the horizontal and vertical planes and therefore allowing for a quasi-spatial visualization of the velocity field.

AIM: To explore the construct validities of five common spatial ability tests in order to provide theories of assessing spatial ability. METHODS: Eighty four healthy male college students (aged 16-20 y) were tested by five common spatial ability tests. The tests’ construct validities were analyzed with factor analysis. RESULTS: The Localization Test focused on spatial orientation ability and explained 85.7% of the spatial orientation factor; Whereas the Touching Blocks, the 2D panes and the 3D cubes attended...

AIM: To explore the construct validities of five common spatial ability tests in order to provide theories of assessing spatial ability. METHODS: Eighty four healthy male college students (aged 16-20 y) were tested by five common spatial ability tests. The tests’ construct validities were analyzed with factor analysis. RESULTS: The Localization Test focused on spatial orientation ability and explained 85.7% of the spatial orientation factor; Whereas the Touching Blocks, the 2D panes and the 3D cubes attended to spatial visualization ability. The Touching Blocks could explain 80.7% of the spatial visualization factor, the 2D panes 84.6% and the 3D cubes 81.5%; The Mental Rotation 3D explain both the spatial orientation and spatial visulization abilities, and its loading on them was 44.7% and 60.7% respectively. CONCLUTION: There are currently some misuses about spatial ability tests;It is necessary to develop psychometric tests which independently measure two factors of spatial abilities, and to provide scientific theoretical foundation for selecting and training pilots.

This research investigated the visual spatial representations,mathematical problem solving and spatial visualization ability of forth grade,fifth grade,and sixth grade elementary school students.The results are as follows:Fifth grade and sixth grade students performed better than forth grade ones in mathematical problem solving and the use of schematic representations.No significant differences in the use of pictorial representations among the grade groups.The mathematical problems were further divided...

This research investigated the visual spatial representations,mathematical problem solving and spatial visualization ability of forth grade,fifth grade,and sixth grade elementary school students.The results are as follows:Fifth grade and sixth grade students performed better than forth grade ones in mathematical problem solving and the use of schematic representations.No significant differences in the use of pictorial representations among the grade groups.The mathematical problems were further divided into three different categories on the basis of task difficulty.Grade difference generally existed in the first subsample of these problems.Sixth grade students were more competent in spatial visualization than forth grade students.

By using clinical interview, this study investigated mathematical problem solvin g,visual-spatial representations, and spatial visualization ability among 30 children with learning disabilities(MD) and 31 children without MD. The results showed that: Schematic representations promote mathematical problem solving succ ess, but pictorial representations may present an obstacle to mathematical probl em solving. The correlations of spatial visualization ability with mathematical problem solving and with use of...

By using clinical interview, this study investigated mathematical problem solvin g,visual-spatial representations, and spatial visualization ability among 30 children with learning disabilities(MD) and 31 children without MD. The results showed that: Schematic representations promote mathematical problem solving succ ess, but pictorial representations may present an obstacle to mathematical probl em solving. The correlations of spatial visualization ability with mathematical problem solving and with use of schematic representations were positive and sign ificant. The correlations between spatial visualization ability and use of picto rial imagery were negative and significant. Children with MD performed poorer th an those without MD on mathematical problem solving and use of schematic represe ntations. The extent of use of pictorial representations by children with MD was significantly higher than that of those without mathematical learning disab ilities. Both children with MD and without MD performed better and better on mat hematical problem solving and use of schematic representations with the progress of the grade. However, use of pictorial representations declined with the progr ess of the grade among children without MD, but children with MD didn't show the same trend. Spatial visualization ability of both children with MD and without MD improved with the progress of the grade.