Relevant bibliographies by topics / Vandenberg and Kuse mental rotations test

Contents

  1. Journal articles
  2. Dissertations / Theses

Academic literature on the topic 'Vandenberg and Kuse mental rotations test'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Vandenberg and Kuse mental rotations test.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Vandenberg and Kuse mental rotations test"

1

Hoyek, Nady, Christian Collet, Patrick Fargier, and Aymeric Guillot. "The Use of the Vandenberg and Kuse Mental Rotation Test in Children." Journal of Individual Differences 33, no. 1 (2012): 62–67. http://dx.doi.org/10.1027/1614-0001/a000063.

Full text
Abstract:
Previous studies found that children are able to perform mental rotation (MR) tasks with a gender difference from the age of 4. More recently, gender differences in MR were also reported in infancy. However, different kinds of paradigms and stimuli were used. The present study investigates whether the Vandenberg and Kuse Mental Rotation Test (VMRT; Vandenberg & Kuse, 1978 ) as well as another similar 2-dimensional stimuli test may be used with elementary and middle-school children, and whether gender differences are evidenced. Results show that boys outperform girls in the middle-school group only. Elementary school children encountered difficulties solving both the VMRT and 2D MR tests. The data confirmed recent results showing that gender differences in the VMRT performance were found at age 10. We further concluded that the VMRT and 2D MR tests may not be well-designed for elementary-school children. Further investigations should focus on gender differences in MR for children younger than 9 years old as well as on the underlying causes of such difference, using other experimental paradigms.
APA, Harvard, Vancouver, ISO, and other styles
2

Peters, M., B. Laeng, K. Latham, M. Jackson, R. Zaiyouna, and C. Richardson. "A Redrawn Vandenberg and Kuse Mental Rotations Test - Different Versions and Factors That Affect Performance." Brain and Cognition 28, no. 1 (1995): 39–58. http://dx.doi.org/10.1006/brcg.1995.1032.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Glück, Judith, and Claudia Fabrizii. "Gender Differences in the Mental Rotations Test Are Partly Explained by Response Format." Journal of Individual Differences 31, no. 2 (2010): 106–9. http://dx.doi.org/10.1027/1614-0001/a000019.

Full text
Abstract:
Gender differences in the Mental Rotations Test ( Vandenberg & Kuse, 1978 ) are larger than in virtually all other spatial tests and have been highly robust over decades. Several possible explanations for this phenomenon have been proposed. This research tests the hypothesis that the gender differences are partly due to the response format of the MRT (two out of four responses correct in each item). This format, in combination with the high time pressure of the MRT, may be particularly conducive to the performance of highly confident (i.e., frequently male) participants who use “quick-and-dirty” response strategies. In study of 288 students, a new MRT version was used in which a variable number of 0 to 4 alternatives per item were correct. Gender differences were significantly smaller than in the standard MRT. In particular, the performance of highly confident male participants was markedly lower than in the standard MRT.
APA, Harvard, Vancouver, ISO, and other styles
4

Karádi, Kázmér, Árpád Csathó, Beatrix Kovács, and Péter Kosztolányi. "Subgroup Analysis of Sex Difference on the Vandenberg-Kuse Mental Rotation Test." Perceptual and Motor Skills 96, no. 1 (2003): 197–200. http://dx.doi.org/10.2466/pms.2003.96.1.197.

Full text
Abstract:
A large sex difference has been elicited on the Vandenberg-Kuse mental rotation test. Prior research emphasizes the biological root of this sex difference. In recent experiments we confirmed this viewpoint. A large sample was administered the test, and the distributions of scores for men and women ( N = 138; 68 men and 70 women; ages 19 to 23 years). The mean scores were used as cut-off points to group the men and the women in different subgroups (Low/Women, High/Women, Low/Men, High/Men). There were large differences among all subgroups, reinforcing Kimura's testosterone hypothesis for sex differences in spatial ability.
APA, Harvard, Vancouver, ISO, and other styles
5

Tan, Üner, Mukadder Okuyan, Tugba Bayraktar, and Ahmet Akgun. "Covariation of Sex Differences in Mental Rotation with Body Size." Perceptual and Motor Skills 96, no. 1 (2003): 137–44. http://dx.doi.org/10.2466/pms.2003.96.1.137.

Full text
Abstract:
Sex difference in mental rotation ability was reconsidered. The Vandenberg-Kuse figures were administered to 120 male and 76 female students from the Medical School of BlackSea Technical University in Trabzon, Turkey to assess the mental rotation ability. Students' height and weight were measured. As expected, men outperformed women on this test and had greater height and weight. Number correct on mental rotation test significantly correlated with height and weight for the total sample and for men, but only with weight for women. Using weight as covariate, the sex difference was no longer significant. The mean mental rotation score was significantly higher for heavy women than for light men. There was a positive correlation between weight and mental rotation test scores for heavy women, but height and weight were negatively correlated with mental rotation test scores for light men. These results suggest that there is no sex difference in mental rotation ability as measured.
APA, Harvard, Vancouver, ISO, and other styles
6

Malinowski, Jon C. "Mental Rotation and Real-World Wayfinding." Perceptual and Motor Skills 92, no. 1 (2001): 19–30. http://dx.doi.org/10.2466/pms.2001.92.1.19.

Full text
Abstract:
Sex differences in mental rotation skills are a robust finding in small-scale laboratory-based studies of spatial cognition. There is almost no evidence in the literature, however, relating these skills to performance on spatial tasks in large-scale, real-world activities such as navigating in a new city or in the woods. This study investigates the connections between mental rotation skills as measured by the Vandenburg-Kuse Mental Rotations test and the performance of college students ( n = 211) navigating a 6-km orienteering course. The results indicate that mental rotation skills are significantly correlated with wayfinding performance on an orienteering task. The findings also replicate sex differences in spatial ability as found in laboratory-scale studies. However, the findings complicate the discussion of mental rotation skills and sex because women often performed as well as men despite having lower mean test scores. This suggests that mental rotation ability may not be as necessary for some women's wayfinding as it is for men's navigation.
APA, Harvard, Vancouver, ISO, and other styles
7

Czarnolewski, Mark Y., and John Eliot. "Preliminary Identification of Nonlinear Correlations for Spatial Tests and Reaction-Time Tasks." Perceptual and Motor Skills 90, no. 2 (2000): 423–34. http://dx.doi.org/10.2466/pms.2000.90.2.423.

Full text
Abstract:
Scores on three spatial tests (mental rotation, embedded figures, and gestalt completion) were significantly correlated with four same–different reaction-time tasks in a sample of 48 female university students. Scores on the Vandenberg-Kuse mental rotation test correlated best with a one-different–all-different task, embedded figures with a one-different-all-same task, and the gestalt completion with a one-same-all-same task, suggesting that the strategies subjects employ for each spatial test are similar to the strategies they use in each of the same–different tasks with which their scores correlate best. Present results support the position that stronger correlations than previously noted between scores on spatial tests and reaction-time tasks are observed when matching the tests and tasks in terms of hypothesized underlying processes.
APA, Harvard, Vancouver, ISO, and other styles
8

Moreau, David, Jérome Clerc, Annie Mansy-Dannay, and Alain Guerrien. "Enhancing Spatial Ability Through Sport Practice." Journal of Individual Differences 33, no. 2 (2012): 83–88. http://dx.doi.org/10.1027/1614-0001/a000075.

Full text
Abstract:
This experiment investigated the relationship between mental rotation and sport training. Undergraduate university students (n = 62) completed the Mental Rotation Test ( Vandenberg & Kuse, 1978 ), before and after a 10-month training in two different sports, which either involved extensive mental rotation ability (wrestling group) or did not (running group). Both groups showed comparable results in the pretest, but the wrestling group outperformed the running group in the posttest. As expected from previous studies, males outperformed women in the pretest and the posttest. Besides, self-reported data gathered after both sessions indicated an increase in adaptive strategies following training in wrestling, but not subsequent to training in running. These findings demonstrate the significant effect of training in particular sports on mental rotation performance, thus showing consistency with the notion of cognitive plasticity induced from motor training involving manipulation of spatial representations. They are discussed within an embodied cognition framework.
APA, Harvard, Vancouver, ISO, and other styles
9

Mega, Carolina, Alessia Canella, and Francesca Pazzaglia. "Stile cognitivo visualizzatore in relazione ad abilitŕ immaginative e spaziali." RICERCHE DI PSICOLOGIA, no. 1 (March 2010): 47–63. http://dx.doi.org/10.3280/rip2009-001003.

Full text
Abstract:
La presente ricerca si č proposta di esaminare, su un campione italiano, le relazioni esistenti tra stili cognitivi, abilitŕ immaginative e spaziali, e di verificare l'esistenza di differenze di genere. Hanno partecipato all'indagine 86 studenti (52 femmine e 34 maschi) di un Liceo Scientifico di Padova. Lo stile cognitivo č stato valutato attraverso tre strumenti: Verbalizer-Visualizer Questionnaire (Richardson, 1977), Object-Spatial Imagery Questionnaire (Blajenkova O., Kozhevnikov M. e Motes M.A., 2006a), Questionario sullo Stile Cognitivo (Kozhevnikov, Kosslyn e Shepard, 2005). Le abilitŕ immaginative e spaziali sono state indagate attraverso il Questionario sulla Vividezza delle immagini mentali (Marks, 1973) e il Mental Rotation Test (Vandenberg e Kuse, 1978). I risultati hanno evidenziato l'esistenza di due differenti tipologie di stile cognitivo visualizzatore, che presentano specifiche abilitŕ nell'elaborazione delle informazioni: i soggetti spatial, che preferiscono immagini schematiche delle relazioni spaziali tra oggetti, riescono meglio in compiti di abilitŕ spaziale. I soggetti object, invece, ottengono punteggi piů elevati nelle misure di vividezza delle immagini mentali. Inoltre differenze di genere sono state rinvenute nello stile cognitivo spatial, con punteggi piů elevati dei maschi.
APA, Harvard, Vancouver, ISO, and other styles
10

Tan, S., A. Hu, T. Wilson, H. Ladak, P. Haase, and K. Fung. "Role of a computer-generated three-dimensional laryngeal model in anatomy teaching for advanced learners." Journal of Laryngology & Otology 126, no. 4 (2011): 395–401. http://dx.doi.org/10.1017/s0022215111002830.

Full text
Abstract:
AbstractObjectives:(1) To investigate the efficacy of a computer-generated three-dimensional laryngeal model for laryngeal anatomy teaching; (2) to explore the relationship between students' spatial ability and acquisition of anatomical knowledge; and (3) to assess participants' opinion of the computerised model.Subjects and methods:Forty junior doctors were randomised to undertake laryngeal anatomy study supplemented by either a three-dimensional computer model or two-dimensional images. Outcome measurements comprised a laryngeal anatomy test, the modified Vandenberg and Kuse mental rotation test, and an opinion survey.Results:Mean scores ± standard deviations for the anatomy test were 15.7 ± 2.0 for the ‘three dimensions’ group and 15.5 ± 2.3 for the ‘standard’ group (p = 0.7222). Pearson's correlation between the rotation test scores and the scores for the spatial ability questions in the anatomy test was 0.4791 (p = 0.086, n = 29). Opinion survey answers revealed significant differences in respondents' perceptions of the clarity and ‘user friendliness’ of, and their preferences for, the three-dimensional model as regards anatomical study.Conclusion:The three-dimensional computer model was equivalent to standard two-dimensional images, for the purpose of laryngeal anatomy teaching. There was no association between students' spatial ability and functional anatomy learning. However, students preferred to use the three-dimensional model.
APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Vandenberg and Kuse mental rotations test"

1

Penk, Mildred Lotus. "Mental Imagery: The Road to Construct Validity." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331872/.

Full text
Abstract:
Internal consistency reliability and validity were established for a new 31 item Imagery Manipulation Scale. Previous attempts to correlate subjectively rated control of visual imagery with tests of spatial ability have been unsuccessful. However, no attempt to construct a subjectively rated control of imagery scale was located which tried to establish internal consistency reliability and both content and construct validity. Further, no research was located in which subjects were requested to rate their imagery ability utilized during the performance of the actual spatial tasks used to try to establish validity. A new scale of subjectively rated control of imagery was devised in which subjects were requested to rate their imagery while solving spatial tasks which involved visualizing the manipulation of geometric forms. Content validity was established by analyzing the transformation involved while solving the spatial problems. Internal consistency reliability for the 31 item scale was established across two samples. Validity was established with the second sample (100 university students: 26 male and 74 female). The task utilized to provide validity could be objectively scored, and was made up of four spatial subtests, which were adapted from the Vandenberg and Kuse Mental Rotations Test, the Kosslyn Directions Test, performed in both the forward and backward direction, and a block task utilized by Snyder. A convergent and discriminant validity analysis established construct validity. Further, the hypotheses of three investigators, Kosslyn, Shepard and his colleagues, and Snyder, were supported by the results of the present investigation, thus substantiating the conclusion that reported control of imagery processing can be operationalized with performance scores on spatial ability tasks.
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography