The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance.
Abstract
The importance of spatial ability in educational pursuits and the world of work was examined, with particular attention devoted to STEM (science, technology, engineering, and mathematics) domains. Participants were drawn from a stratified random sample of U.S. high schools (Grades 9–12, N 400,000) and were tracked for 11 years; their longitudinal findings were aligned with pre-1957 findings and with contemporary data from the Graduate Record Examination and the Study of Mathematically Precocious Youth. For decades, spatial ability assessed during adolescence has surfaced as a salient psychological attribute among those adolescents who subsequently go on to achieve advanced educational credentials and occupations in STEM. Results solidify the generalization that spatial ability plays a critical role in developing expertise in STEM and suggest, among other things, that including spatial ability in modern talent searches would identify many adolescents with potential for STEM who are currently being missed.
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Cites
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Mental Rotations, a Group Test of Three-Dimensional Spatial Visualization
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“…many more opportunities for developing mathematical and verbal ability than spatial ability (Colangelo et al., 2004; Lohman, 2005).6 Ackerman (1996; Ackerman & Heggestad, 1997) has shown that all three of the specific abilities examined here (mathematical, spatial, and verbal) have distinctive…”
BackgroundThe origin of mind: Evolution of brain, cognition, and general intelligence.
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Self-citationFads, fashions, and folderol in psychology
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Cited by
Why are some STEM fields more gender balanced than others?
Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2017) · Psychological Bulletin · doi:10.1037/bul0000052 · Cited by 1,259
Understanding current causes of women's underrepresentation in science
Ceci, S. J., & Williams, W. M. (2011) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1014871108 · Cited by 1,114
Women's underrepresentation in science: sociocultural and biological considerations
Ceci, S. J., Williams, W. M., & Barnett, S. M. (2009) · Psychological Bulletin · doi:10.1037/a0014412 · Cited by 957
Singer, S., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 835
The new science of cognitive sex differences
Miller, D. I., & Halpern, D. F. (2014) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2013.10.011 · Cited by 610
Metadata
- Authors
- Wai, J., Lubinski, D., & Benbow, C. P.
- Venue
- Journal of Educational Psychology
- Published
- 2009-11
- Volume
- 101
- Issue
- 4
- Pages
- 817-835
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2101892923
- Cited by
- 1,846
- References
- 6
- FWCI
- 61.33
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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