Faculty Advisor
Vanessa Vieites
Faculty Advisor
Shannon M. Pruden
Faculty Advisor
Shannon M. Pruden
Location
GC Ballrooms
Start Date
29-3-2017 2:00 PM
End Date
29-3-2017 4:00 PM
Session
Session 3
Session Topic
Poster
Abstract
Spatial ability strongly predicts whether college students pursue science-and math-related majors, in which women are especially underrepresented (Ramirez et at., 2012). One factor that can negatively impact spatial ability is anxiety around completing spatial tasks (e.g., mental rotation, spatial orientation; Lawton, 1996), which tends to be higher in women than in men (Lawton, 1994). Individual and gender differences in self-reported spatial anxiety and childhood wayfinding experience have been linked to the use of different tactics for navigating, or wayfinding, with men and women relying on different strategies (Lawton & Kallai, 2002). Moreover, less childhood wayfinding experience may contribute to higher levels of spatial anxiety and lower spatial aptitude in adults, but this remains inconclusive. The purpose of this study is to determine whether self-reported spatial anxiety, childhood wayfinding experience, and use of particular wayfinding strategies predict performance on different kinds of spatial tasks. One hundred eight undergraduate psychology students from FIU reported their anxiety levels, childhood wayfinding experience, and wayfinding strategies, and performed a variety of spatial memory tests. Preliminary analyses revealed that spatial anxiety was negatively associated with childhood wayfinding experience (r=-.196; p<.05) and mental rotation ability (r=-.197; p=.054), but positively related to the use of one kind of wayfinding strategy-route strategy (r=.162; p=.097). Results suggest that past experience navigating can improve confidence in one’s ability to perform spatial tasks, thereby suppressing spatial anxiety. In addition, results suggest that spatial anxiety may underlie the kind of strategy that individuals use to navigate. The current findings have implications for understanding sex differences in spatial ability.
File Type
Poster
The Role of Wayfinding Experience on Spatial Anxiety: Implications for Spatial Aptitude
GC Ballrooms
Spatial ability strongly predicts whether college students pursue science-and math-related majors, in which women are especially underrepresented (Ramirez et at., 2012). One factor that can negatively impact spatial ability is anxiety around completing spatial tasks (e.g., mental rotation, spatial orientation; Lawton, 1996), which tends to be higher in women than in men (Lawton, 1994). Individual and gender differences in self-reported spatial anxiety and childhood wayfinding experience have been linked to the use of different tactics for navigating, or wayfinding, with men and women relying on different strategies (Lawton & Kallai, 2002). Moreover, less childhood wayfinding experience may contribute to higher levels of spatial anxiety and lower spatial aptitude in adults, but this remains inconclusive. The purpose of this study is to determine whether self-reported spatial anxiety, childhood wayfinding experience, and use of particular wayfinding strategies predict performance on different kinds of spatial tasks. One hundred eight undergraduate psychology students from FIU reported their anxiety levels, childhood wayfinding experience, and wayfinding strategies, and performed a variety of spatial memory tests. Preliminary analyses revealed that spatial anxiety was negatively associated with childhood wayfinding experience (r=-.196; p<.05) and mental rotation ability (r=-.197; p=.054), but positively related to the use of one kind of wayfinding strategy-route strategy (r=.162; p=.097). Results suggest that past experience navigating can improve confidence in one’s ability to perform spatial tasks, thereby suppressing spatial anxiety. In addition, results suggest that spatial anxiety may underlie the kind of strategy that individuals use to navigate. The current findings have implications for understanding sex differences in spatial ability.
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Comments
**Abstract Only**