Spatial Ability, Strategy Use, and Learning From a Scientific Text

• In Event: Poster Session 2
  In Poster Session: Division C Section 2a Poster Session 4: Cognitive Processes

Abstract

This study explored the relationship between spatial ability, use of spatial learning strategies, and learning from a scientific text. Students completed tests of spatial ability, studied and took notes on a scientific text about the respiratory system, and completed learning outcome tests. Students’ notes for each section of the lesson were coded based on one of five strategies: words only, list, outline, map, or diagram. Analyses indicated that spatial ability and use of spatial strategies (maps or diagrams) significantly predicted learning, with strategy use explaining additional variance beyond spatial ability. Further, strategy use did not mediate the relationship between spatial ability and learning, suggesting that there may be two distinct paths (ability-based and strategy-based) for learning from a scientific text.

Authors

• Logan Fiorella, University of California, Santa Barbara

• Richard E. Mayer, University of California - Santa Barbara