Do Spatial Abilities Matter for Teaching Diagram Comprehension? A Test of the Ability-as-Compensator Hypothesis

• In Event: Poster Session 19
  In Poster Session: Cognitive Processes and Self-Regulated Learning

Abstract

A small body of laboratory research using short-term experiments has found spatial x treatment interactions for two types of spatial ability measures: spatial relations and spatial visualization. Are these interactions replicable in a classroom intervention? We compared two 6 week long, workbook-and-discussion based diagram comprehension interventions and gave 3 spatial ability measures. We replicated the spatial x treatment interactions found in laboratory studies, but found opposite patterns for mental rotation vs. embedded figures measures. High spatial ability advantages students in certain instructional conditions, but which students are advantaged depends on which spatial ability measure is given and which dependent variable is of most interest. We discuss the implications of these relationships for future classroom interventions and research.

Authors

• Jennifer G. Cromley, Temple University

• Theodore W. Wills, Temple University

• Bradley W. Bergey, Temple University

• Shannon L. Fitzhugh, Temple University

• Nora Newcombe, Temple University