Ум в движении. Как действие формирует мысль

Несколько тестов на пространственные способности

Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101(4), 817.

Гендер и мысленное вращение

Halpern, D. F. (2013). Sex differences in cognitive abilities. New York, NY: Psychology Press.

Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development, 56(6), 1479–1498.

Voyer, D. (2011). Time limits and gender differences on paper-and-pencil tests of mental rotation: A meta-analysis. Psychonomic Bulletin and Review, 18(2), 267–277.

Voyer, D., Voyer, S., & Bryden, M. P. (1995). Magnitude of sex differences in spatial abilities: A meta-analysis and consideration of critical variables. Psychological Bulletin, 117, 250–270.

Гендер и распознавание объектов

Herlitz, A., & Lovén, J. (2013). Sex differences and the own-gender bias in face recognition: A meta-analytic review. Visual Cognition, 21(9–10), 1306–1336.

Lewin, C., & Herlitz, A. (2002). Sex differences in face recognition – women’s faces make the difference. Brain and Cognition, 50(1), 121–128.

McClure, E. B. (2000). A meta-analytic review of sex differences in facial expression processing and their development in infants, children, and adolescents. Psychological Bulletin, 126(3), 424–453.

Voyer, D., Postma, A., Brake, B., & Imperato-McGinley, J. (2007). Gender differences in object location memory: A meta-analysis. Psychonomic Bulletin & Review, 14(1), 23–38.

Пространственные способности важны для STEM-профессий

Tosto, M. G., Hanscombe, K. B., Haworth, C. M. A., Davis, O. S. P., Petrill, S. A., Dale, P. S., … Kovas, Y. (2014). Why do spatial abilities predict mathematical performance? Developmental Science, 17, 462–470.

Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101(4), 817.

Области мозга, отвечающие за пространственные и математические способности, пересекаются

Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122, 371–396.

Пространственные способности важны для объяснения понятий из областей STEM

Bobek, E., & Tversky, B. (2016). Creating visual explanations improves learning. Cognitive Research: Principles and Implications, 1(1), 27.

Daniel, M. P., & Tversky, B. (2012). How to put things together. Cognitive Processing, 13(4), 303–319.

Hegarty, M. (2004). Mechanical reasoning by mental simulation. Trends in Cognitive Sciences, 8(6), 280–285.

Hegarty, M., & Kozhevnikov, M. (1999). Types of visual-spatial representations and mathematical problem solving. Journal of Educational Psychology, 91(4), 684.

Tversky, B., Heiser, J., & Morrison, J. (2013). Space, time, and story. In B. H. Ross (Ed.), The psychology of learning and motivation (pp. 47–76). San Diego, CA: Elsevier Academic Press. https://doi.org/10.1016/B978–0–12–407237–4.12001–8.

Пространственные способности представителей разных профессий различаются

Blazhenkova, O., & Kozhevnikov, M. (2009). The new object-spatial-verbal cognitive style model: Theory and measurement. Applied Cognitive Psychology, 23(5), 638–663.

Blajenkova, O., Kozhevnikov, M., & Motes, M. A. (2006). Object-spatial imagery: A new self-report imagery questionnaire. Applied Cognitive Psychology, 20(2), 239–263.

Kozhevnikov, M., Kosslyn, S., & Shephard, J. (2005). Spatial versus object visualizers: A new characterization of visual cognitive style. Memory & Cognition, 33(4), 710–726.

Определенные пространственные способности обусловливают навигацию