Training spatial abilities: Effects of practice on rotation and synthesis tasks

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Abstract

Three studies are reported. In the first study, changes in performance on four spatial tests were examined for eighty-three subjects who attempted 1,200 three-dimensional rotation problems. Gains in accuracy in solving these problems averaged over 1 SD from the first to the last block of trials. Gains on the reference tests were also substantial, ranging from over 1 SD on a speeded rotation test to approximately .5 SD on a more difficult form-board test. In the second study, fifty subjects were administered the same spatial tests, but without practice on rotation problems. The large gains in Study 1 appeared to be attributable to practice on the tests. In the third study, 385 subjects attempted 144 mental synthesis problems. Subjects were randomly assigned to a feedback or to a no-feedback condition. Females in the feedback condition showed the greatest reduction in errors from the first to the second half of the test. However, improvements were noted only for a specific type of foil. Results of all three studies are discussed in terms of Anderson's (1983) model of skill learning and fact acquisition.

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