Abstract
The results of several studies suggest that spatial ability can be improved through direct training with tasks similar to those integrated in the tests used to measure the ability. However, there is a greater interest in analyzing the effectiveness of indirect training such as games or of learning subjects that involve spatial processes to a certain extent. Thus, the objective of the present study was to analyze whether the indirect training in Technical Drawing improved the Spatial Visualization ability of Architecture students. For this purpose, a group of students enrolled in Fundamentals of Architecture were administered two tests, a Spatial Visualization task and an Abstract Reasoning task, at the beginning and the end of a semester, after having received training through the subjects “Technical Drawing I: Geometry and Perception” and “Projects I.” The results of this group were compared with those of a control group of students enrolled in a Mathematics degree, who were also pre-post evaluated but had not received the training in Technical Drawing. The study showed a significant pre-post improvement in both, Visualization and reasoning. However, this improvement occurred in both groups, thereby concluding that this improvement was not due to indirect training. Furthermore, no significant differences were found between men and women in any of the groups or conditions. These results clarify those of an earlier study where improvement in Visualization after training in Technical Drawing was found but did not include a comparison with a control condition. The control condition has proved to be important in order to consider the limitations of the effect of Technical Drawing on said improvement.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.References
Arrieta I, Medrano MC (2015) Un análisis de la capacidad espacial en estudios de ingeniería técnica [An Analysis of Spatial Ability in Technical Engineering Studies]. PNA 9(2):85–106
Baenninger M, Newcombe N (1989) The role of experience in spatial test performance: a meta-analysis. Sex Roles 20(5–6):327–344
Bennett GK, Wesman A, Seashore H, DAT-5 (2000) Test de aptitudes diferenciales: Versión 5 [Differential aptitude test, 5th edition]. Tea Ediciones, Madrid
Cherney ID, Jagarlamudi K, Lawrence E, Shimabuku N (2003) Experiential factors in sex differences on mental rotation. Percept Mot Skills 96(3):1062–1070
Cherney ID, Bersted K, Smetter J (2014) Training spatial skills in men and women. Percept Mot Skills 119(1):82–99
Contreras MJ, Martínez-Molina A, Santacreu J (2012) Do the sex differences play such an important role in explaining performance in spatial tasks? Personal Individ Differ 52:659–663
David LT (2012) Training effects on mental rotation, spatial orientation and spatial visualisation depending on the initial level of spatial abilities. Proc Soc Behav Sci 33:328–332. https://doi.org/10.1016/j.sbspro.2012.01.137i
Echavarri M, Godoy JC, Olaz F (2007) Diferencias de género en habilidades cognitivas y rendimiento académico en estudiantes universitarios [Gender differences in cognitive skills and academic performance in college students]. Univ Psychol 6(2):319–329
Fernández-Méndez LM, Contreras MJ, Elosúa MR (2018) From what age is mental rotation training effective? Differences in preschool age but not in sex. Front Psychol (under review)
Ganley CM, Vasilyeva M, Dulaney A (2014) Spatial ability mediates the gender difference in middle school students’ science performance. Child Dev 85(4):1419–1432
Hernández A, Ponsoda V, Muñiz J, Prieto G, Elosua P (2016) Revisión del modelo para evaluar la calidad de los tests utilizados en España [Assessing the quality of tests in spain: revision of the spanish test review model]. Papeles del Psicólogo 37:192–197
Jansen P, Martin H (2010) Gender differences in mental rotation across adulthood. Exp Aging Res 36(1):94–104
Linn MC, Petersen AC (1985) Emergence and characterization of sex differences in spatial ability: a meta-analysis. Child Dev 56(6):1479
Lohman DF (2000) Complex information processing and intelligence. In: Sternberg RJ (ed) Handbook of human intelligence, 2nd edn. Cambridge University Press, Cambridge, pp 285–340
Marulis LM, Liu LL, Warren CM, Uttal DH, Newcombe NS (2007) Effects of training or experience on spatial cognition in children and adults: a meta-analysis. Poster presented at the biennial meeting of the Society for Research in Child Development, Boston, MA
Patkin D, Dayan E (2013) The intelligence of observation: improving high school students’ spatial ability by means of intervention unit. Int J Math Educ Sci Technol 44(2):179–195
Prieto G, Velasco AD (2002) Construção de um teste de visualização a partir da psicologia cognitiva desenho cognitivo de um teste de visualização [Construction of a visualization test based on cognitive psychology]. Aval Psicol 1(1):39–47
Prieto G, Velasco AD (2010) Does spatial visualization ability improve after studying technical drawing? Qual Quant Int J Methodol 44(5):1015–1024
Primi R (2002) Complexity of geometric inductive reasoning tasks. Contribution to the understanding of fluid intelligence. Intelligence 30:41–70
Quaiser-Pohl C, Geiser C, Lehmann W (2006) The relationship between computer-game preference, gender, and mental-rotation ability. Pers Individ Differ 40:609–619. https://doi.org/10.1016/j.paid.2005.07.015
Rasch G (1960) Probabilistic models for some intelligence and attainment tests. Danish Institute for Educational Research, Copenhagen
Rodán A, Gimeno P, Elosúa MR, Montoro PR, Contreras MJ (2018) Boys and Girls gain in spatial, but not in numerical ability after MR training in Primary education. Learn Individ Differ (under review)
Rodán A, Contreras MJ, Elosúa MR, Gimeno P (2016) Experimental but not sex differences of a mental rotation training program on adolescents. Front Psychol 7:1050. https://doi.org/10.3389/fpsyg.2016.01050
Sanz de Acedo Lizarraga ML, García Ganuza JM (2003) Improvement of mental rotation in girls and boys. Sex Roles 49:277–286. https://doi.org/10.1023/A:1024656408294
Terlecki MS, Newcombe NS (2005) How important is the digital divide? Relating computer and videogame usage to spatial ability. Sex Roles 53:433–441. https://doi.org/10.1007/s11199-005-6765-0
Terlecki MS, Newcombe NS, Little M (2008) Durable and generalized effects of spatial experience on mental rotation: gender differences in growth patterns. Appl Cogn Psychol 22(7):996–1013. https://doi.org/10.1002/acp.1420
Uttal DH, Meadow NG, Tipton E, Hand LL, Alden AR, Warren C, Newcombe NS (2013) The malleability of spatial skills: a meta-analysis of training studies. Psychol Bull 139(2):352–402
Wu M, Tam HP, Jen TH (2016) Educational measurement for applied researchers. Theory into practice. Springer, Singapore. https://doi.org/10.1007/978-981-10-3302-5_5
Acknowledgements
This research falls under the research line for which M.J. Contreras and M. R. Elosúa have received financial support for the research Project EDU2013-46437-R from the Spanish Ministry of Economy and Competitiveness.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflict of interest.
Ethical approval
The ethics committee of the university (UNED) approved the study with written informed consent from all participants. Written consent was obtained from them, in accordance with the Declaration of Helsinki.
Additional information
Handling editor: Thomas Shipley (Temple University). Reviewers: Nicole Hallinen (Temple University), Anveshna Srivastava (Homi Bhabha Centre for Science Education, Mumbai).
Appendices
Appendix 1: Program of the subjects undertaken by the Architecture group within the indirect training and their duration
Technical Drawing I: Geometry and Perception
Architecture as the foundation and purpose of drawing. Architectural thinking and graphic action. Language and code: convention, transgression, invention. Drawing as action, as a process. Architectural intention and graphic intention: identification and differentiation of architectural drawings. The perceptive attributes of the form and its graphic expression. Drawing as an expression of the limits of the architectural form. Introduction to graphic resources. Qualification of the calligraphic line and the regulated line. Drawing and graphic operations: dot, line, spot. Drawing and support: proportion, measure, scale, graphic composition. Drawing as a construction of lines governed by Geometry. Formal control: geometric structure and graphic form. General concept of projection: control of volume in space and plane. Introduction to the types of projections and systems of representation. Development of straight and oblique cylindrical projections: fundamentals and geometric properties. Operations with geometric elements in the representation systems: point, line and surface belonging, bodies, intersections and distance measurement. Operations with elementary architectural forms in the space: geometric construction, groupings, plane sections and notes. Introduction to the architectural sketch: observation, capture and expression of formal and dimensional data, graphic record. Introduction to graphic expressions suitable for terrain and urbanism. Description of the architectural form through series of projections: floors, elevations, sections. The section drawing as a form of expression of Architecture. The uprising as a codified expression of the form. Survey of elementary Architectures. The scheduled class hours for this subject are shown below.
Distribution of class hours for the subject Technical Drawing I. Geometry and Perception
Theory | 15 | 15 | 30 |
Practice | 45 | 75 | 120 |
Total | 60 | 90 | Sum: 150 |
Projects I
Introduction to the theory and practice of Architecture. The project as an interpretation-transformation of reality. Formal ideation and its expression as the basis of the architectural project. The scheduled class hours for this subject are shown below.
Distribution of class hours for the subject Projects I
Theory | 10 | 10 | |
Practice | 40 | 75 | 115 |
Exhibitions and seminars | 10 | 10 | 20 |
Individual tutorials with programmed content | 5 | 5 | |
Total | 60 | 90 | Sum: 150 |
Appendix 2: Subjects undertaken by the Mathematics group during the same period of indirect training
Subjects | |
Mathematical Analysis I | |
Basic Structures of Algebra | |
Computer Science | |
Discrete Mathematics | |
Linear Algebra and Geometry | Introduction to linear equation systems. Matrices. Determinants. Vector space. Linear applications. Diagonalization. Canonical forms. Bilinear and quadratic forms. |
Rights and permissions
About this article
Cite this article
Contreras, M.J., Escrig, R., Prieto, G. et al. Spatial Visualization ability improves with and without studying Technical Drawing. Cogn Process 19, 387–397 (2018). https://doi.org/10.1007/s10339-018-0859-4
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10339-018-0859-4