SILC

Tests and Instruments

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apple-tests&instruments75x73This section of the SILC website contains files of tests and surveys that have been developed by our Spatial Network members or SILC researchers and that are available for research use. Please cite the source as indicated below in any reports or publications deriving from the use of these instruments. Also, please let the lead researcher know if you modify or augment the instruments, and what your research findings are.

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Children's Mental Transformation Task

The Children's Mental Transformation Task was developed by Levine (Co-PI), Huttenlocher, Taylor, and Langrock (1999). It includes four types of items, all of which tap 2-D mental transformations. The item types are: horizontal translation, diagonal translation, horizontal rotation, and diagonal rotation. The task is appropriate for children in the 4 to 7 year age range, and shows a sex difference for children from middle SES backgrounds. This task was used in a recent study with kindergarteners (Ehrlich, Levine, & Goldin-Meadow, 2006). Results showed that boys gesture more about the movement of the shapes than girls when explaining how they solved the problems. Moreover, the use of movement gestures during explanations was correlated with performance on the test.

Email the Lead Researcher:

  Susan Levine (Co-PI), University of Chicago

References

  • ♦ Ehrlich, S., Levine, S.C., & Goldin-Meadow, S. (2006). The importance of gesture in children’s spatial reasoning. Developmental Psychology, 42, 1259-1268.
  • ♦ Levine, S.C., Huttenlocher, J., Taylor, A. & Langrock, A. (1999). Early sex differences in spatial ability. Developmental Psychology, 35, 940-949.
Children's Mental Transformation Task instrument and item list:
click on the file icon at the right to open the document CMTT_A_Order1:  Open .pdf document
click on the file icon at the right to open the document CMTT_A_Order2:  Open .pdf document

click on the file icon at the right to open the document CMTT_B_Order1:  Open .pdf document

click on the file icon at the right to open the document CMTT_B_Order2:  Open .pdf document

click on the file icon at the right to open the document CMTT_C_Order1:  Open .pdf document

click on the file icon at the right to open the document CMTT_C_Order2:  Open .pdf document

click on the file icon at the right to open the document CMTT_D_Order1:  Open .pdf document

click on the file icon at the right to open the document CMTT_D_Order2:  Open .pdf document

click on the file icon at the right to open the document  CMTT Final Key:   Open Excel document

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Child Spatial Anxiety Questionnaire - Short Form (CSAQ-S)

Ramirez, G., Gunderson, E. A., Levine, S. C. & Beilock, S. L. (in press). Spatial anxiety relates to spatial skills as a function of working memory in children. Quarterly Journal of Experimental Psychology.

Note: A long form is in development.

click on the file icon at the right to open the document CSAQ Short Form (and instructions) Open .pdf document

 

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Eliot Spatial Test Collection

The Archives of the History of American Psychology (AHAP)at the University of Akron has a collection of materials related to spatial tests and spatial intelligence from our Spatial Network Member, John Eliot. More material will be added to that collection in the coming months (as of this writing 12/12/11).

The url for the the Eliot Spatial Test Collection: http://drc.ohiolink.edu/handle/2374.OX/181279

 

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Santa Barbara Spatial Ability Tests

For the following tests, email: Mary Hegarty, University of California, Santa Barbara:

  • ♦ Santa Barbara Sense of Direction (SBSOD) Test
  • ♦ Object Perspective/Spatial Orientation Test
  • ♦ Visualization of Views Test


For the Santa Barbara Solids Test, email: Cheryl Cohen, Northwestern University (cheryl-cohen [at] northwestern [dot] edu).

 

♦ Santa Barbara Sense of Direction (SBSOD)

Reference

  • ♦ Hegarty, M. Richardson, A. E., Montello, D. R., Lovelace, K & Subbiah, I. (2002). Development of a Self-Report Measure of Environmental Spatial Ability. Intelligence, 30, 425-447.
The test instrument:
click on the file icon at the right to open the document  Open .pdf document
click on the file icon at the right to open the document  Open Word document

 

♦ Object Perspective/Spatial Orientation Test

References

  • ♦ Kozhevnikov, M. & Hegarty, M. (2001). A dissociation between object-manipulation and perspective-taking spatial abilities. Memory & Cognition, 29, 745-756.
  • ♦ Hegarty. M. & Waller, D. (2004). A dissociation between mental rotation and perspective-taking spatial abilities. Intelligence, 32, 175-191.
The test instrument:
click on the file icon at the right to open the document  Open .pdf document  Perspective Taking/Spatial Orientation Test (12 questions with answers)
The read-aloud directions:
click on the file icon at the right to open the document  Open .pdf document  The read-aloud directions for the Perspective Taking test (credit: Kim Kastens)

 

♦ Santa Barbara Solids Test

Reference

  • ♦ Cohen, C. A. & Hegarty, M. (2007). Sources of difficulty in imagining cross sections of 3D objects. Proceedings of the 29th Annual Conference of the Cognitive Science Society.
The test instrument:
click on the file icon at the right to open the document  Open .pdf document the test

click on the file icon at the right to open the document  Open .pdf document the answer key
click on the file icon at the right to open the document  Open Word document the answer key

 

♦ Visualization of Views Test

A test adapted from an unpublished Visualization of Views test by Guay that we read about in Elliot & Smith's compendium of spatial abilities tests. A paper has not been published on this test yet, but it is cited in the following two in-press papers:

References

  • ♦ Hegarty, M., Keehner, M., Khooshabeh, P. & Montello, D. R. (in press). How spatial ability enhances, and is enhanced by, dental education. Learning and Individual Differences.
  • ♦ Keehner, M. Hegarty, M., Cohen, C. A., Khooshabeh, P. & Montello, D. R. (in press). Spatial reasoning with external visualizations: What matters is what you see, not whether you interact. Cognitive Science.
The test instrument:
click on the file icon at the right to open the document  Open .pdf document the test

click on the file icon at the right to open the document  Open .pdf document the answer key
click on the file icon at the right to open the document  Open Word document the answer key

 

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Visualization assessment and training (VIZ)

VIZ: The visualization assessment and training website, was developed as an open access site for the assessment and training of spatial skills. The site uses separate modules to collect accuracy and response times. We currently have four tasks, mental rotation, paper folding, water level, and spatial working memory and other tasks can be contributed. Excel macros that are currently under development will allow users to access data from a group or by date.

Email the Lead Researchers:

  Dawn Blasko, The Pennsylvania State University

  Kathy Holliday-Darr, The Pennsylvania State University

  Jennifer Trich-Kremer, The Pennsylvania State University

            { jdt107 [at] psu [dot] edu }

References

  • ♦ Blasko, D., Holliday-Darr, K., Mace, D., & Blasko-Drabik, H. (2004). VIZ: The visualization assessment and training website. Behavior Research Methods Instruments & Computers, 36(2), 256-260.
  • ♦ Holliday-Darr, K., Blasko, D., & Dwyer, C. (1999). Improving Cognitive Visualization with a Web-Based Interactive Assessment and Training program. American Society for Engineering Educators, Engineering Design Graphics Division 54th Annual Mid Year Meeting Proceedings, 147-151.
The website:
http://viz.bd.psu.edu/viz/

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Library of Shepard and Metzler type mental rotation stimuli

This library contains 16 different figures. Each, consistent with Shepard and Metzler’s approach, is composed of 10 cubes. Each figure is rendered in 5 degree steps of rotation from the basic orientation, from 0 to 360 degrees. The same is done for a mirror image of each of these figures. Thus, the basic number of figures in the library is 73 x 16 x 2, for a total of 2336 images. All of the basic images are drawn either in rotations around the vertical axis (as in a pirouetting dancer) or around the horizontal axis (as, in a typical Canadian context, a log spinning in the water in a log rolling contest). Thus, the basic set comprises 2336 x 2 images x 2 (stimuli against a dark or light background) x 2 (stimuli drawn with alternate dark and light cubes or stimuli drawn in wire frame style), for a total of 18688 stimuli. Because of space considerations, the stimuli are drawn in jpg format. We are keeping a bmp backup to make sure that there is one set of stimuli that is not prone to deterioration.

Email the Lead Researchers:

   Michael Peters, University of Guelph, ON, Canada

   Christian Battista, University of Guelph, ON, Canada

             { cbattist [at] uwo [dot] ca }

References

  • ♦ Peters, M. & Battista, C. (2007 Oct 27; [Epub ahead of print]). Applications of mental rotation figures of the Shepard and Metzler type and description of a Mental Rotation Stimulus Library. Brain and Cognition.
  • ♦ Peters, M., Laeng, B., Latham, K., Jackson, M., Zaiyouna, R. & Richardson, C. (1995). A Redrawn Vandenberg & Kuse Mental Rotations Test: Different Versions and Factors that affect Performance. Brain and Cognition, 28, 39-58.
  • ♦ Peters, M., Manning, J. T. & Reimers, S. (2007). The effects of sex, sexual orientation, and digit ratio (2D:4D) on mental rotation performance. Archives of Sexual Behavior, 36(2), 251-260.
Library of Shepard and Metzler type mental rotation stimuli:
The large size of the library precludes mailing via e-mail. Researchers who wish to have the set should contact us by e-mail, and request a CD with the entire library which fits, just, on a single CD. Because it takes some of our time to write a disk, we reserve the right to charge a nominal amount for the cost of the CD (depending on the demands for the library).

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Vandenberg & Kuse paper and pencil test (Redrawn version)

The original Vandenberg & Kuse Mental Rotation Test has deteriorated to such an extent (only copies of copies are available) that it is of questionable usefulness. We have redrawn this test and it is available in four versions: the basic test (MRTA), an alternate form (MRTB), stimuli presented for rotation around the horizontal axis (MRTD), and a very difficult test, where stimuli have to be rotated both around the vertical and horizontal axis (MRTC). Because these tests should not be in general circulation because of practice effects, they are available only to faculty researchers and to graduate students with the consent of the supervisor.

Email the Lead Researchers:

  Michael Peters, University of Guelph, ON, Canada

   Christian Battista, University of Guelph, ON, Canada

             { cbattist [at] uwo [dot] ca }

References

  • ♦ Peters, M. & Battista, C. (2007 Oct 27; [Epub ahead of print]). Applications of mental rotation figures of the Shepard and Metzler type and description of a Mental Rotation Stimulus Library. Brain and Cognition.
  • ♦ Peters, M., Laeng, B., Latham, K., Jackson, M., Zaiyouna, R. & Richardson, C. (1995). A Redrawn Vandenberg & Kuse Mental Rotations Test: Different Versions and Factors that affect Performance. Brain and Cognition, 28, 39-58.
  • ♦ Peters, M., Manning, J. T. & Reimers, S. (2007). The effects of sex, sexual orientation, and digit ratio (2D:4D) on mental rotation performance. Archives of Sexual Behavior, 36(2), 251-260.
The test instrument:
Please, email the lead researchers.

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Mental Rotation Stimuli (Giorgio Ganis)

This dataset contains the individual files (in PICT format) used in the study cited below and a .tar archive with all the files. The set has 47  Shepard and Metzler figures and their mirror images. This set is especially useful for training studies in which shape repetition would be problematic.

The file naming conventions are as follows. The first 4 numbers are the number of blocks in the four arms of the figure. The fifth number can be 0, 90 or 180. It's a rotation factor of part of the figure (basically, one can generate more then one shape for a given set of 4 arm lengths). The number after the 'Y' is the angle of rotation between the shapes (3 angles, 50, 100, and 150). Finally, if the filename starts with 'R', it means that the two shapes are mirror-images of each other.

Email the Lead Researcher:

   Giorgio Ganis, Harvard Medical School

Reference

  • ♦ Wright R, Thompson WL, Ganis G, Newcombe NS & Kosslyn SM. (2008). Training generalized spatial skills. Psychonomic Bulletin & Review, 15(4), 763-71.
The website (please, email Giorgio Ganis for access information):
http://wjh.harvard.edu/~ganis/FILES

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Object-Location Memory Task

Here is a web publication for computerized assessment of object-location memory based on Silverman and Eal’s task (1992).

Lead Researcher: Kathleen Flannery, Saint Anselm College 

References

  • ♦ Flannery, K. & Eddy, M. (1999). Object location memory [On-line].
Object-Location Memory Task instrument:
http://psychexps.olemiss.edu/InstrOnly_Page/object_location_memory.htm

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Participate in Research On-Line

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Spatial Reference Frame Proclivity Test

This test was developed based on the 'tunnel task' (Gramann et al., 2005; 2006; 2010) to identify individual proclivities in using an egocentric or an allocentric spatial reference frame during a virtual navigation task.

In this internet-based version of the task participants see passages through starfields that include heading changes in yaw (left or right) and pitch (up or down). Their task is to keep up orientation during the passages and, at the end of the passage to select one out of four homing vectors pointing back to the origin (homing task). The program is reduced to a 'categorization' version which allows the experimenter to run a short (approx. 20 min.) version for pre- or post-identification of individual reference frame proclivities that might influence participant's behavior on other spatial tasks (Gramann, in press). Participants do not actively adjust the homing vector but have to select one out of four possible homing vectors representing egocentric and allocentric homing adjustments in yaw and pitch. Participants' reference frame proclivity can be used as factor in any statistical design or simply to select extreme groups for further analyzes.

The extension of the tunnel to include heading changes in pitch further allows to differentiate a third navigation strategy. Besides the well-established strategy groups of Turners (preferentially using an egocentric reference frame during navigation) and Nonturners (preferentially using an allocentric reference frame during navigation), a third strategy group can be identified. This group is labelled 'Switchers' as they systematically seem to switch from one refrence frame to another dependent on the axis of heading changes (yaw vs. pitch) experienced during navigation (Gramann et al, in press).

We are interested in cultural differences in the distribution of reference frame proclivities and appreciate if you could point interested researchers and students to this internet test. If you are interested in using the task for your own experiments please let us know and we will provide you with further information.

Email the Lead Researcher:

   Klaus Gramann: kgramann [at] uni-osnabrueck [dot] de

The link to the internet-based experiment:
http://www.navigationexperiments.com/TurningStudy.html  The overall duration of the experiment is only approximately 20 minutes including a brief questionnaire at the end.

Related Articles:

  • ♦ Gramann, K., Wing, S., Jung, T.-P., Viirre, E., & Riecke, B. (accepted). Switching spatial reference frames for yaw and pitch navigation. Spatial Cognition and Computation.
  • ♦ Chiu, T.-C., Gramann, K., Ko, L.-W., Duann, J.-R., Jung, T.-P, & Lin, C.-T. (in press). Alpha modulation in parietal and retrosplenial cortex correlates with navigation performance. Psychophysiology.
  • ♦ Gramann, K. (in press). Embodiment of and individual proclivities for egocentric and allocentric reference frames. Spatial Cognition and Computation.
  • ♦ Gramann, K., Onton, J., Riccobon, D., Müller, H.J., Bardins, S., & Makeig, S. (2010). Human brain dynamics accompanying use of egocentric and allocentric referene frames during navigation. Journal of Cognitive Neuroscience, 22(12), 2836-2849.
  • ♦ Plank, M., Onton, J., Mueller, H.J., Makeig, S., & Gramann, K. (2010). Human EEG correlates of egocentric and allocentric path integration. In C. Hoelscher et al. (Eds.), Spatial Cognition VII - Lecture notes in artificial intelligence 6222 (pp. 191-206). Springer: Berlin.
  • ♦ Gramann, K., el Sharkawy, J. & Deubel, H. (2009). Eye-movements during navigation in a virtual tunnel. International Journal of Neuroscience, 119(10), 1755-1778.
  • ♦ Lin, C.T., Yang, F.S., Chiou, T.C., Ko, L.W., Duann, J.R., & Gramann, K. (2009). EEG-based spatial navigation estimation in a virtual reality driving environment. Proceedings of the Ninth IEEE International Conference on Bioinformatics and Bioengeneering, 435-438.
  • ♦ Seubert, J., Humphreys, G., Müller, H.J., & Gramann, K. (2008). Straight after the turn: the role of the parietal lobes for egocentric space processing. Neurocase, 4(2), 204-219.
  • ♦ Gramann, K., Müller, H.J., Schönebeck, B. & Debus, G. (2006). The neural basis of egocentric and allocentric reference frames in spatial navigation: Evidence from spatio-temporal coupled current density reconstruction. Brain Research, 1118, 116-129.

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Spatial Activity Survey

This spatial activity survey was developed by Newcombe, Bandura and Taylor (1983). It is a retrospective self-report measure concerning participation in 81 activities rated as spatial, divided by whether they are masculine, feminine, or neutral in sex typing. A meta-analysis of correlations with spatial ability was conducted by Baenninger & Newcombe (1989). A shorter version was used in research by Signorella, Jamison & Krupa (1989).

Email the Lead Researcher:

  Nora Newcombe (PI), Temple University

References

  • ♦ Baenninger, M. A. & Newcombe, N. (1989). The role of experience in spatial test performance: A meta-analysis. Sex Roles, 20, 327-344.
  • ♦ Newcombe, N., Bandura, M.M. & Taylor, D.G. (1983). Sex differences in spatial ability and spatial activities. Sex Roles, 9, 377-386.
  • ♦ Signorella, M.L., Jamison, W. & Krupa, M.H. (1989). Predicting spatial performance from gender stereotyping in activity preferences and in self-concept. Developmental Psychology, 25, 89-95.
The survey instrument:
click on the file icon at the right to open the document  Open .pdf document
click on the file icon at the right to open the document  Open Word document

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Spatial Language Coding Manual

The manual, [Cannon, J., Levine, S., & Huttenlocher, J. (2007). A system for analyzing children and caregivers’ language about space in structured and unstructured contexts. Spatial Intelligence and Learning Center (SILC) technical report.], may not be cited without the authors' permissions.

From the introduction [Purpose of the Coding System]

This coding system was developed for two research studies. The first study was designed to examine parents’ use of spatial language as they engaged in puzzle play with their young children. The second study was designed to examine patterns and growth in children’s spatial language production, as well as its association with caregiver spatial language production and children’s performance on various spatial tasks. In addition, we are currently in the process of applying this coding system to two additional studies. One of these studies is concerned with parents’ speech to their children in the context of other structured activities (e.g., book reading and construction activities). The other study examines preschool teachers’ use of spatial language.

Two beliefs about spatial language motivated these studies. The first belief concerns spatial language input. We would argue, as have others, that hearing spatial language can “foster the learning and retention [of spatial concepts by]… inviting children to store the information and its label” (Gentner, 2003, p. 207-208). The second belief concerns children’s spatial language production; we assume that the spatial language children produce is a reflection of their understanding of spatial concepts. For example, a child whose vocabulary includes words such as “long”, “square”, and “between” is likely to have a greater understanding of the concepts these words represent than a child who does not possess this vocabulary.

In all of our investigations of spatial language we were interested in determining the specific domains of spatial phenomena that parents and children talk about. Therefore, the following document is divided into the eight domains/ categories of spatial phenomena that we have identified children and parents talk about. Within each domain, we have identified sub-domains/ concepts. At the moment, we do not have coders code whether language is used to refer to a given concepts. Rather, coders use these concepts as a guide for deciding the language that falls within the broader eight domains. However, if a coder comes across a usage that does not fall into one of these concepts than that usage is not coded as “spatial.”

Email the Lead Researchers:

Joanna Cannon, Susan Levine (Co-PI), Janellen Huttenlocher (University of Chicago)

The manual

Open .pdf document     A system for analyzing children and caregivers’ language about space in structured and unstructured contexts

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Video Game Experience Survey

This self-report measure of experience playing videogames was developed by Terlecki & Newcombe (2005). It correlates with scores on Mental Rotations tests.

Email the Lead Researcher:

   M.S. Terlecki, Cabrini College

References

  • ♦ Terlecki, M.S. & Newcombe, N.S. (2005). How important is the digital divide? The relation of computer and videogame usage to gender differences in mental rotation ability. Sex Roles, 53, 433-441.
The survey instrument:
click on the file icon at the right to open the document  Open .pdf document
click on the file icon at the right to open the document  Open Word document
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 NSF AWARD NUMBER: SBE-0541957 

and

 NSF AWARD NUMBER: SBE-1041707 

SILC is funded by the National Science Foundation.

 

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Sunday, May 20, 2012