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Development of mental rotation ability at primary school level

100%

Delavar M. , Kolesnikova I. V. , Rahimzade B. , Ghahhari M. , Mosapuor A. , Moradi A.

World Scientific News

2018

tom 101

77-88

Although mental rotation ability has been researched broadly in cognitive psychology and neural studies, development of mental rotation and the effective method of training are rarely considered as an area of study in the education field. We aimed to study the development of mental rotation through the training program by three-dimensional twisty puzzle in two groups of school students (8-9-years, n=13 and 11-12-years, n=17). This quasi-experimental study with the pre-test post-test design was conducted at the Tehran international school girls. The students' mental rotation ability was evaluated using the well established testing methods (VMRT; Vandenberg & Kuse, 1978). After the initial test and training program (twelve 60-minute sessions), the results of the within-subject ANOVA indicated that 8-9-years school children were incompetent after post-test through follow-up session, whereas the 11-12-years school students did make gain in post-test and three months after training program. The study findings suggest that development of MR ability by three-dimensional puzzles can be wielded throughout extra school training program among primary school students.

The influence of juggling on mental rotation performance in children

88%

Jansen P. , Lange L. , Heil M.

Biomedical Human Kinetics

2011

tom 3

18-22

Study aim: To assess the influence of juggling training on mental rotation performance in children.Material and methods: Two groups of girls aged 6 - 14 years were studied: experimental (EG; n = 26) and control (CG; n = 24). All girls solved a mental rotation task with 3-D block figures on computer screen (pre-test). After the initial test, EG girls participated in juggling training for 3 months; the CG girls participated in light strength training with theraband stretch bands. After 3 months, all girls solved the mental rotation task again (post-test). The post-pre differences in the mental rotation performance were recorded.Results: Children who learned juggling performed the mental rotation task significantly (p<0.05 - 0.01) faster, in terms of reaction time, at non-zero angular disparity than their mates who were strength-trained.Conclusions: Since mental rotation skills enhance spatial imagination, problem solving and mathematical skills, it may be assumed that juggling training enhances also other cognitive domains and is worth implementing in the education process.