A new structural model for measuring spatial intelligence
Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for...
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| Autor*in: |
O. A. Chikova [verfasserIn] V. S. Zolotavin [verfasserIn] R. V. Kamenev [verfasserIn] L. A. Maksimova [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch ; Russisch |
| Erschienen: |
2021 |
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| Übergeordnetes Werk: |
In: Вестник Мининского университета - Minin Nizhny Novgorod State Pedagogical University, 2018, 9(2021), 4 |
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| Übergeordnetes Werk: |
volume:9 ; year:2021 ; number:4 |
| Links: |
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| DOI / URN: |
10.26795/2307-1281-2021-9-4-9 |
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| Katalog-ID: |
DOAJ02717400X |
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| 520 | |a Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems. | ||
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10.26795/2307-1281-2021-9-4-9 doi (DE-627)DOAJ02717400X (DE-599)DOAJ84d2b0fd60c74394a357e053a0d6b596 DE-627 ger DE-627 rakwb eng rus L7-991 O. A. Chikova verfasserin aut A new structural model for measuring spatial intelligence 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems. spatial thinking spatial knowledge spatial abilities spatial skills spatial perception spatial representation spatial imagination Education (General) V. S. Zolotavin verfasserin aut R. V. Kamenev verfasserin aut L. A. Maksimova verfasserin aut In Вестник Мининского университета Minin Nizhny Novgorod State Pedagogical University, 2018 9(2021), 4 (DE-627)1760621145 23071281 nnns volume:9 year:2021 number:4 https://doi.org/10.26795/2307-1281-2021-9-4-9 kostenfrei https://doaj.org/article/84d2b0fd60c74394a357e053a0d6b596 kostenfrei https://vestnik.mininuniver.ru/jour/article/view/1292 kostenfrei https://doaj.org/toc/2307-1281 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2021 4 |
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10.26795/2307-1281-2021-9-4-9 doi (DE-627)DOAJ02717400X (DE-599)DOAJ84d2b0fd60c74394a357e053a0d6b596 DE-627 ger DE-627 rakwb eng rus L7-991 O. A. Chikova verfasserin aut A new structural model for measuring spatial intelligence 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems. spatial thinking spatial knowledge spatial abilities spatial skills spatial perception spatial representation spatial imagination Education (General) V. S. Zolotavin verfasserin aut R. V. Kamenev verfasserin aut L. A. Maksimova verfasserin aut In Вестник Мининского университета Minin Nizhny Novgorod State Pedagogical University, 2018 9(2021), 4 (DE-627)1760621145 23071281 nnns volume:9 year:2021 number:4 https://doi.org/10.26795/2307-1281-2021-9-4-9 kostenfrei https://doaj.org/article/84d2b0fd60c74394a357e053a0d6b596 kostenfrei https://vestnik.mininuniver.ru/jour/article/view/1292 kostenfrei https://doaj.org/toc/2307-1281 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2021 4 |
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10.26795/2307-1281-2021-9-4-9 doi (DE-627)DOAJ02717400X (DE-599)DOAJ84d2b0fd60c74394a357e053a0d6b596 DE-627 ger DE-627 rakwb eng rus L7-991 O. A. Chikova verfasserin aut A new structural model for measuring spatial intelligence 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems. spatial thinking spatial knowledge spatial abilities spatial skills spatial perception spatial representation spatial imagination Education (General) V. S. Zolotavin verfasserin aut R. V. Kamenev verfasserin aut L. A. Maksimova verfasserin aut In Вестник Мининского университета Minin Nizhny Novgorod State Pedagogical University, 2018 9(2021), 4 (DE-627)1760621145 23071281 nnns volume:9 year:2021 number:4 https://doi.org/10.26795/2307-1281-2021-9-4-9 kostenfrei https://doaj.org/article/84d2b0fd60c74394a357e053a0d6b596 kostenfrei https://vestnik.mininuniver.ru/jour/article/view/1292 kostenfrei https://doaj.org/toc/2307-1281 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2021 4 |
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10.26795/2307-1281-2021-9-4-9 doi (DE-627)DOAJ02717400X (DE-599)DOAJ84d2b0fd60c74394a357e053a0d6b596 DE-627 ger DE-627 rakwb eng rus L7-991 O. A. Chikova verfasserin aut A new structural model for measuring spatial intelligence 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems. spatial thinking spatial knowledge spatial abilities spatial skills spatial perception spatial representation spatial imagination Education (General) V. S. Zolotavin verfasserin aut R. V. Kamenev verfasserin aut L. A. Maksimova verfasserin aut In Вестник Мининского университета Minin Nizhny Novgorod State Pedagogical University, 2018 9(2021), 4 (DE-627)1760621145 23071281 nnns volume:9 year:2021 number:4 https://doi.org/10.26795/2307-1281-2021-9-4-9 kostenfrei https://doaj.org/article/84d2b0fd60c74394a357e053a0d6b596 kostenfrei https://vestnik.mininuniver.ru/jour/article/view/1292 kostenfrei https://doaj.org/toc/2307-1281 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2021 4 |
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10.26795/2307-1281-2021-9-4-9 doi (DE-627)DOAJ02717400X (DE-599)DOAJ84d2b0fd60c74394a357e053a0d6b596 DE-627 ger DE-627 rakwb eng rus L7-991 O. A. Chikova verfasserin aut A new structural model for measuring spatial intelligence 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems. spatial thinking spatial knowledge spatial abilities spatial skills spatial perception spatial representation spatial imagination Education (General) V. S. Zolotavin verfasserin aut R. V. Kamenev verfasserin aut L. A. Maksimova verfasserin aut In Вестник Мининского университета Minin Nizhny Novgorod State Pedagogical University, 2018 9(2021), 4 (DE-627)1760621145 23071281 nnns volume:9 year:2021 number:4 https://doi.org/10.26795/2307-1281-2021-9-4-9 kostenfrei https://doaj.org/article/84d2b0fd60c74394a357e053a0d6b596 kostenfrei https://vestnik.mininuniver.ru/jour/article/view/1292 kostenfrei https://doaj.org/toc/2307-1281 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2021 4 |
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A. Chikova</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="2"><subfield code="a">A new structural model for measuring spatial intelligence</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. 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Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems. |
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Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems. |
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Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems. |
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