Predictors of Visualization: A Structural Equation Model

This study tested a causal model of the development of spatial visualization based on a synthesis of past and present research. During the summer and fall of 1999, 117 third- and fourth-year undergraduates majoring in architecture, mathematics, mathematics education, and mechanical engineering completed a spatial visualization test and a background questionnaire during one class period. The spatial visualization test included 32 multiple choice items, each involving an object made up of small unit cubes seen from a certain perspective. Students had to determine which of five other objects was the same as the one shown, but from another view. Student background questions highlighted gender, college major, annual family income, ethnicity, handedness, past and present hobbies, parents' occupations, musical training, favorite high school mathematics course, and childhood toys and activities. Data analysis indicated that spatial visualization developed over a period of time as a result of individuals' experience and certain exogenous qualities. Spatial visualization was influenced by childhood experiences, which were influenced by gender, parents' occupations, and family income. Musical experience had a direct influence on visualization. Childhood spatial experiences had a direct influence on visualization. Females in the study were lacking in spatial experiences. (Contains 36 references.) (SM)