Diagonality in Adults and the Interaction Between Spatial Ability and Explicitness of Instruction.

Autor/inn/en	Lucas, Peter A.; Di Vesta, Francis J.
Titel	Diagonality in Adults and the Interaction Between Spatial Ability and Explicitness of Instruction.
Quelle	(1978), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Educational Theories; Perceptual Development; Space Orientation; Teacher Effectiveness; Teaching Methods; Visual Perception + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Educational theory; Theory of education; Bildungstheorie; Wahrnehmungsentwicklung; Räumliche Orientierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Visuelle Wahrnehmung
Abstract	A computer-displayed 3-D tic-tac-toe game was used to investigate adult perceptual biases in dealing with diagonal line orientations. Also investigated was the interaction between prior spatial ability and the effects of explicit visual modeling and structured practice on performance. Results indicated a strong selective difficulty in dealing with 3-dimensional diagonals. Spatial ability interacted with explicitness of instruction to produce differential effects that varied over trials. For high spatials, explicit modeling facilitated initial performance, while structured practice resulted in the most improvement over trials. These results are discussed in terms of instructional theory and implications for trait x treatment research. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC