A study of relationships between selected tests of spatial orientation ability

Includes bibliographical references (pages 34-36)The purpose of this study was to investigate the relationships between selected tests of spatial orientation ability. Two tests which have been used as predictors of spatial ability plus two newly devised tests designed to predict that ability were given to 202 junior high school boys ages eleven through fifteen.Three of these tests were of the paper-and-pencil type while one was a physical performance test. The two standardized tests of spatial ability were the Guilford-Zimmerman Aptitude Survey - Part V and Part VI. Part V1 titled Spatial Orientation, is weighted toward measuring spatial-relations factors. Part VI, titled Spatial Visualization, is weighted toward measuring visualization factors. Both of these tests are paper-and pencil tests. The Cube Test of Spatial Ability used was devised by Vincent (29) and was designed to measure spatial orientation in an imaginary environment. This is also a paper-and-pencil test. The Tuuabling-Target Test was a performance test devised by the investigator. This test was designed to measure the subject's ability to remain spatially oriented during a disorienting type activity. This test required that the subject use his spatial orientation senses. Each subject was given a score on each test and this data was programed to produce a correlation matrix using the Pearson Product?? Moment method of correlation. Each test was correlated with each other test. The paper-and pencil tests correlated with each other at the one percent level of confidence but the tumbling test did not correlate significantly with any of the other tests