Persistent Link:
http://hdl.handle.net/10150/289824
Title:
Modeling wayfinding and spatial abilities
Author:
Morales, Alicia
Issue Date:
2002
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The primary rationale for the study was to empirically test a conceptual model that identifies the relationship between wayfinding, spatial, and scholastic abilities. Wayfinding and spatial abilities were assessed in 120 University of Arizona introductory psychology students ranging in age from 17 to 36 years. Participants completed a lengthy test battery of wayfinding and spatial abilities tasks. Tasks included the computer-generated arena task, the computer-generated maze task, a Background Information Questionnaire, the Taxi Cab Task, the performance subtests from the WAIS-III, the Rey-Osterrieth Complex Figure Test, and the Object Relations Task. A structural equations model showed that spatial abilities predict wayfinding ability (β = .68, p < .05) and that scholastic aptitude predicts spatial abilities (β = .45, p < .05), but not wayfinding ability (β = -.27, ns). The data more than adequately fit the theory-driven conceptual model (CFI = .971; χ² = 36.794; p < 30). In addition, several first-order factors of spatial abilities proved reliable and highly correlated to their indicators (i.e., the WAIS-III performance subtests). Findings from this study suggest that a theory-driven conceptual model provides useful predictive information about the relationship between wayfinding and spatial abilities factors. Moreover, the evidence supports, and hopefully inspires, advocacy for an interdisciplinary approach to studying the relationship between wayfinding and conceptually related cognitive processes.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Educational Psychology.; Psychology, Clinical.; Psychology, Psychometrics.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Psychology
Degree Grantor:
University of Arizona
Advisor:
Sechrest, Lee

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleModeling wayfinding and spatial abilitiesen_US
dc.creatorMorales, Aliciaen_US
dc.contributor.authorMorales, Aliciaen_US
dc.date.issued2002en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe primary rationale for the study was to empirically test a conceptual model that identifies the relationship between wayfinding, spatial, and scholastic abilities. Wayfinding and spatial abilities were assessed in 120 University of Arizona introductory psychology students ranging in age from 17 to 36 years. Participants completed a lengthy test battery of wayfinding and spatial abilities tasks. Tasks included the computer-generated arena task, the computer-generated maze task, a Background Information Questionnaire, the Taxi Cab Task, the performance subtests from the WAIS-III, the Rey-Osterrieth Complex Figure Test, and the Object Relations Task. A structural equations model showed that spatial abilities predict wayfinding ability (β = .68, p < .05) and that scholastic aptitude predicts spatial abilities (β = .45, p < .05), but not wayfinding ability (β = -.27, ns). The data more than adequately fit the theory-driven conceptual model (CFI = .971; χ² = 36.794; p < 30). In addition, several first-order factors of spatial abilities proved reliable and highly correlated to their indicators (i.e., the WAIS-III performance subtests). Findings from this study suggest that a theory-driven conceptual model provides useful predictive information about the relationship between wayfinding and spatial abilities factors. Moreover, the evidence supports, and hopefully inspires, advocacy for an interdisciplinary approach to studying the relationship between wayfinding and conceptually related cognitive processes.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectPsychology, Clinical.en_US
dc.subjectPsychology, Psychometrics.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplinePsychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSechrest, Leeen_US
dc.identifier.proquest3060975en_US
dc.identifier.bibrecord.b43038888en_US
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