Assessing visual-spatial talents: The use of the Impossible Figures Task with Chinese students in Hong Kong

Assessing visual-spatial talents: The use of the Impossible Figures Task with Chinese students in Hong Kong

• Chan, David W. Chinese University of Hong Kong

High Ability Studies, 19(2), 173-187, 2008

Routledge

2008

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
• E Special Education
  • EC Education for the Gifted & Talented Learners
• A Human Growth & Development
  • AB Cognitive & Language Development, Perceptual & Intellectual Development
• L Educational Measurement & Evaluation
  • LA Intelligence, Ability & Aptitude Tests

Undergraduate Students Visual Arts Gifted Rating Scales Foreign Countries Cognitive Processes Creativity Task Analysis Scores Architecture Spatial Ability Visual Perception Art Education College Faculty Measures (Individuals) Elementary Secondary Education Talent Statistical Analysis Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education
• Post-Secondary Education

Ninety university undergraduate students were tested on a number of tasks assessing their recognition of possible and impossible figures, mental rotation, ideational fluency, and self-report artistic and creative characteristics. Scores on the Impossible Figures Task (IFT-14) and the Mental Rotation Test, and self-ratings on the Artistic Characteristics Rating Scale were found to differentiate among Fine Arts students, Architecture students, and students from Arts Faculty disciplines less related to visual-spatial abilities, suggesting that the IFT-14 could be used to assess visual-spatial or visual arts talents. The application of the IFT-14 with the same related measures to a sample of 103 primary and secondary gifted students provided further supporting evidence. Implications of the findings on the development of more sensitive measures for identifying students with visual-spatial or visual arts talents are discussed.
[Copyright of High Ability Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598130802504296]

• English

Journal Articles

• 13598139

• 10.1080/13598130802504296

https://bibliography.lib.eduhk.hk/bibs/f454dfdf

2010-09-06