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Gender differences in spatial thinking training: an analysis based on the RIF 3.0 platform: Unterschied zwischen den Versionen
Gender differences in spatial thinking training: an analysis based on the RIF 3.0 platform (Quelltext anzeigen)
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== Kontext == | == Kontext == | ||
Navigating with a GPS, parking our car or simply filling our fridges with the groceries are basicactivities of our daily lives. However, in order to fulfil them effortlessly we need the ability to think spatially. Spatial thinking is an umbrella term used to comprise different concepts, such as spatial perception, spatial ability, visual perception and spatial intelligence (Maresch & Sorby, 2021). It refers to: | |||
“the human ability to direct optical stimuli received by the eye into the brain, to be able to interpret these stimuli, to be able to recognize spatial objects, to be able to mentally imagine spatial objects (with or without prior optical stimuli), to be able to manipulate these objects mentally, to be able to imagine taking other perspectives in space, to be able to perceive and interpret motion sequences, and to be able to execute spatial motor movements” (Maresch & Sorby, 2021). | “the human ability to direct optical stimuli received by the eye into the brain, to be able to interpret these stimuli, to be able to recognize spatial objects, to be able to mentally imagine spatial objects (with or without prior optical stimuli), to be able to manipulate these objects mentally, to be able to imagine taking other perspectives in space, to be able to perceive and interpret motion sequences, and to be able to execute spatial motor movements” (Maresch & Sorby, 2021). | ||
In addition to being necessary to carry out plain tasks (Maresch & Sorby, 2021), spatial thinking is being linked to educational performance in the STEM areas (Science, Technology, Engineering and Mathematics) (Buckley et al., 2018), which are essential to promote economic growth, international competitiveness and job creation (Ismail, 2018). | In addition to being necessary to carry out plain tasks (Maresch & Sorby, 2021), spatial thinking is being linked to educational performance in the STEM areas (Science, Technology, Engineering and Mathematics) (Buckley et al., 2018), which are essential to promote economic growth, international competitiveness and job creation (Ismail, 2018). | ||
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=== Literatur === | === Literatur === | ||
Kaplan, B. J., & Weisberg, F. B. (1987). Sex Differences and Practice Effects on Two Visual-Spatial Tasks. Perceptual and Motor Skills, 64(1), 139–142. https://doi.org/10.2466/pms.1987.64.1.139 | |||
Kass, S. J., Ahlers, R. H., & Dugger, M. (1998). Eliminating Gender Differences Through Practice in an Applied Visual Spatial Task. Human Performance, 11(4), 337–349. https://doi.org/10.1207/s15327043hup1104_3 | Kass, S. J., Ahlers, R. H., & Dugger, M. (1998). Eliminating Gender Differences Through Practice in an Applied Visual Spatial Task. Human Performance, 11(4), 337–349. https://doi.org/10.1207/s15327043hup1104_3 | ||
Parameswaran, G. (2003). Age, Gender and Training in Children’s Performance of Piaget’s Horizontality Task. Educational Studies, 29(2–3), 307–319. https://doi.org/10.1080/03055690303272 | Parameswaran, G. (2003). Age, Gender and Training in Children’s Performance of Piaget’s Horizontality Task. Educational Studies, 29(2–3), 307–319. https://doi.org/10.1080/03055690303272 | ||