title: When do spatial abilities support student comprehension of STEM visualizations?
abstract: Spatial visualization abilities are positively related to performance on science, technology, engineering, and math tasks, but this relationship is influenced by task demands and learner strategies. In two studies, we illustrate these interactions by demonstrating situations in which greater spatial ability leads to problematic performance. In Study 1, chemistry students observed and explained sets of simultaneously presented displays depicting chemical phenomena at macroscopic and particulate levels of representation. Prior to viewing, the students were asked to make predictions at the macroscopic level. Eye movement analyses revealed that greater spatial ability was associated with greater focus on the prediction-relevant macroscopic level. Unfortunately, that restricted focus was also associated with lower-quality explanations of the phenomena. In Study 2, we presented the same displays but manipulated whether participants were asked to make predictions prior to viewing. Spatial ability was again associated with restricted focus, but only for students who completed the prediction task. Eliminating the prediction task encouraged attempts to integrate the displays that related positively to performance, especially for participants with high spatial ability. Spatial abilities can be recruited in effective or ineffective ways depending on alignments between the demands of a task and the approaches individuals adopt for completing that task.
authors: Department of Psychology and School of Education & Social Policy, Northwestern University, 2120 Campus Drive, Evanston, IL 60208, USA.
authors: Scott R
authors: SR
authors: Hinze
authors: Vickie M
authors: VM
authors: Williamson
authors: Mary Jane
authors: MJ
authors: Shultz
authors: Kenneth C
authors: KC
authors: Williamson
authors: Ghislain
authors: G
authors: Deslongchamps
authors: David N
authors: DN
authors: Rapp
mesh_terms: D001288:Attention / Q000502:physiology*; D032882:Comprehension / Q000502:physiology*; D005133:Eye Movements; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D010364:Pattern Recognition, Visual; D010775:Photic Stimulation; D011237:Predictive Value of Tests; D012399:Rotation; D013028:Space Perception / Q000502:physiology*; D013334:Students; D014495:Universities; D014741:Video Recording
references: J Exp Psychol Gen. 2012 Aug;141(3):397-403
references: 22004171
references: Child Dev. 1985 Dec;56(6):1479-98
references: 4075870
references: Percept Mot Skills. 1978 Oct;47(2):599-604
references: 724398
references: J Exp Psychol Learn Mem Cogn. 2010 Jan;36(1):37-53
references: 20053043
references: Science. 1971 Feb 19;171(3972):701-3
references: 5540314
references: J Exp Psychol Appl. 2012 Jun;18(2):178-91
references: 22309059
references: Psychol Bull. 1998 Nov;124(3):372-422
references: 9849112
references: Cogn Sci. 2008 Oct;32(7):1099-132
references: 21585445
references: Med Educ. 1985 Jan;19(1):13-26
references: 3969019
references: Cogn Sci. 2007 Jul 8;31(4):549-79
references: 21635308
references: J Exp Psychol Learn Mem Cogn. 1992 Sep;18(5):1084-102
references: 1402712