Spatial Experiences of High Academic Achievers
Spatial Experiences of High Academic Achievers
复制标题
高学术成就者的空间体验
DOI：
10.1177/0162353211432038
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发表时间：
2012
影响因子：
1.3
通讯作者：
Y. Okamoto
中科院分区：
文献类型：
--
作者：
L. M. Weckbacher;Y. Okamoto
本研究探讨了13- 14岁学业成就优异儿童的空间经验类型与空间能力的关系。每个参与者完成两个空间任务和一项调查，评估五个类别（计算机，玩具，运动，音乐和艺术）和三个发展阶段（幼儿，中期和青春期）的空间活动。第一阶段的分析确定了按类别和发展时期划分的最喜欢的活动的百分比;第二阶段研究了在每个空间测量中得分最高的参与者在他们的经历中的差异。调查结果显示，某些活动（例如，玩电子游戏和足球）往往在不同时期重新出现，并与强大的空间技能有关。培养高成就者的潜力，成功的空间要求的职业生涯的影响进行了讨论。
The study explored the relationship between types of spatial experiences and spatial abilities among 13- to 14-year-old high academic achievers. Each participant completed two spatial tasks and a survey assessing favored spatial activities across five categories (computers, toys, sports, music, and art) and three developmental periods (early childhood, middle childhood, and adolescence). The first phase of analysis determined the percentage of favorite activities by category and developmental period; the second phase examined how participants with the highest scores on each spatial measure differed in their experiences. Findings showed that certain activities (e.g., playing video games and soccer) tended to reemerge across periods and be linked to strong spatial skills. Implications for nurturing high achievers’ potential to succeed in spatially demanding careers are discussed.