The potential bifurcation of static and dynamic spatial cognitive processes.

Abstract

Considering the widely acknowledged correlation between spatial ability and graphics based education, it is important to uncover the full remit of this association to inform pedagogical practices within the discipline. One aspect of this relationship which has yet to be explored is the role of dynamic spatial reasoning in graphical education performance. However, to instigate an investigation of this nature the scope of this cognitive domain merits further establishment. This study presents an initial investigation into this area with the aim of examining the potential bifurcation of established spatial factors into a dynamic and static dichotomy. A cohort (n=15) of undergraduate and postgraduate students completed 8 tests of spatial ability spanning 4 unique factors. Three of the tests were experimental measures. Findings from a correlational analysis provide insight into the nature of dynamic spatial reasoning while a reliability analysis offers suggestions for test refinement.