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Contents
- Abstract
- Typology of Spatial Skills
- Methodological Considerations
- Research Design and Improvement in Control Groups
- Heterogeneity
- Addressing the Nested Structure of Effect Sizes
- Characteristics of the Training Programs
- Missing Elements From This Meta-Analysis
- Method
- Eligibility Criteria
- Literature Search and Retrieval
- Publication bias
- Coding of Study Descriptors
- The 2 × 2 framework of spatial skills
- Intrinsic versus extrinsic
- Static versus dynamic
- Transfer
- Computing Effect Sizes
- Implementing the Hedges et al. (2010a, 2010b) Robust Estimation Model
- Results
- Characteristics of the Sample of Effect Sizes
- Outliers
- Assessing publication bias
- Characteristics of the trimmed sample
- Assessing the Malleability of Spatial Skills
- Assessing and addressing heterogeneity
- Durability of training
- Transferability of training
- Moderator Analyses
- Study design
- Control group effects
- Filler task content
- Type of training
- Participant characteristics
- Sex
- Age
- Initial level of performance
- Outcome measures
- Accuracy versus response time
- The 2 × 2 spatial skills as outcomes
- Discussion
- Effectiveness, Durability, and Transfer of Training
- Establishing a Spatial Ability Framework
- Moderator Analyses
- Study design and control group improvement
- Age
- Type of training
- Differences in the Response to Training
- Sex
- Initial level of performance
- Contributions of the Novel Meta-Analytic Approach
- Mechanisms of Learning and Improvement
- Educational and Policy Implications
- An example of when and how spatial training might benefit STEM learning
- Selecting an intervention
- Conclusion
- Appendix A
- Appendix B
- Appendix C
Figures and Tables
Abstract
Having good spatial skills strongly predicts achievement and attainment in science, technology, engineering, and mathematics fields (e.g., Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, 2009). Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training and experience can improve these skills, we meta-analyzed 217 research studies investigating the magnitude, moderators, durability, and generalizability of training on spatial skills. After eliminating outliers, the average effect size (Hedges's g) for training relative to control was 0.47 (SE...