Training Spatial Skills: What works, for Whom, and for How Long?

Meadow, Nathaniel G.; Uttal, David H.; Tipton, Elizabeth; Newcombe, Nora S.

2011

Abstract

Strong spatial skills predict achievement in STEM fields (e.g., Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, 2009). Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training can improve these skills, we meta-analyzed 217 research studies, investigating the magnitude, moderators, durability and generalizability of training on spatial skills. The average effect size (Hedges’ g) for training relative to control was .47 (SE = .04). Effect sizes were affected substantially by the presence of control groups. When treatment and control group improvements were considered separately, the mean effect size for trained groups was .62 (SE = .04), while the effect size for control groups was only .45 (SE = .04). Training effects were durable, and led to near and medium transfer. Considered together, the results suggest that spatially enriched education could pay substantial dividends in increasing participation in STEM disciplines.

Keywords

spatial abilityspatial trainingSTEM achievementtransfer of trainingcontrol groupsSTEM participationmoderators of effect size

Concepts

Generalizability theoryControl (management)Training (meteorology)PsychologyComputer scienceGeographyArtificial intelligenceDevelopmental psychologyMeteorology

Citation

Uttal, D H, Meadow, N G, Hand, L L, Lewis, A R, Warren, C, Newcombe, N S (2009). Training spatial skills: What works, for whom, and for how long. Psychological Bulletin

Metadata

Source: eScholarship (California Digital Library)
Domain: Physical Sciences
Field: Engineering
Subfield: Automotive Engineering
Topic: Spatial Cognition and Navigation
Open access: Open Access
Citation count: 6
Work ID: W2575603121