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An examination of how visual percept...

Rohde, Treena Eileen.

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An examination of how visual perception abilities influence mathematics achievement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An examination of how visual perception abilities influence mathematics achievement./
作者:	Rohde, Treena Eileen.
面頁冊數:	127 p.
附註:	Adviser: Lee Anne Thompson.
Contained By:	Dissertation Abstracts International68-10B.
標題:	Psychology, Cognitive. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3286197
ISBN:	9780549290971

An examination of how visual perception abilities influence mathematics achievement.
Rohde, Treena Eileen.

An examination of how visual perception abilities influence mathematics achievement. - 127 p.

Adviser: Lee Anne Thompson.

Thesis (Ph.D.)--Case Western Reserve University, 2008.

The purpose of the present study was to determine if components of visual perception could add to the prediction of three aspects of mathematics achievement (solving applied mathematics problems, correctly identifying mathematics-concepts, and applying basic number comprehension ) after controlling for general intelligence. The sample consisted of 204 young adults (Males = 118)---18 to 27 years of age (M = 19.25 and SD = 1.09). The Raven's Advanced Progressive Matrices and SAT Combined scores represented general intelligence and overall academic achievement respectfully. SAT Mathematics and WCJ-III: Applied Problems evaluated applied mathematics. WCJ-III: Quantitative Concepts and WRAT-3: Arithmetic evaluated mathematics-concepts . WCJ-III: Number Series evaluated number comprehension. An exploratory factor analysis of a battery of 16 measures of spatial ability identified three factors of visual perception: Perceptual Speed, Visualization, and Speed of Closure. Visualization was a significant predictor across all achievement measures---with the exception of WCJ-III: Numbers Series. After controlling for general intelligence, Perceptual Speed accounted for unique variance when predicting SAT Mathematics and WRAT-3: Arithmetic; Visualization accounted for unique variance when predicting SAT Mathematics and WCJ-III: Applied Problems; and Speed of Closure accounted for unique variance when predicting SAT Combined and SAT Critical Reading. Additional research will be needed to gain a full understanding of the implications of these findings.

ISBN: 9780549290971Subjects--Topical Terms:

1017810
Psychology, Cognitive.

An examination of how visual perception abilities influence mathematics achievement.
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502 $a Thesis (Ph.D.)--Case Western Reserve University, 2008.
520 $a The purpose of the present study was to determine if components of visual perception could add to the prediction of three aspects of mathematics achievement (solving applied mathematics problems, correctly identifying mathematics-concepts, and applying basic number comprehension ) after controlling for general intelligence. The sample consisted of 204 young adults (Males = 118)---18 to 27 years of age (M = 19.25 and SD = 1.09). The Raven's Advanced Progressive Matrices and SAT Combined scores represented general intelligence and overall academic achievement respectfully. SAT Mathematics and WCJ-III: Applied Problems evaluated applied mathematics. WCJ-III: Quantitative Concepts and WRAT-3: Arithmetic evaluated mathematics-concepts . WCJ-III: Number Series evaluated number comprehension. An exploratory factor analysis of a battery of 16 measures of spatial ability identified three factors of visual perception: Perceptual Speed, Visualization, and Speed of Closure. Visualization was a significant predictor across all achievement measures---with the exception of WCJ-III: Numbers Series. After controlling for general intelligence, Perceptual Speed accounted for unique variance when predicting SAT Mathematics and WRAT-3: Arithmetic; Visualization accounted for unique variance when predicting SAT Mathematics and WCJ-III: Applied Problems; and Speed of Closure accounted for unique variance when predicting SAT Combined and SAT Critical Reading. Additional research will be needed to gain a full understanding of the implications of these findings.
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