- Email: [email protected]
Predicting environmental learning from spatial abilities: An indirect route
INTELLIGENCE 23, 157- 158( 1996)
ERRATUM
Predicting Environmental Learning From Spatial Abilities: An Indirect Route GARY L. ALLEN KATHLEEN
C. KIRASIC
SHANNON
H. DOBSON
University of South Carolina G. LONG SHARON BECK
RICHARD Atlanta VA Rehabilitation
Research and Development Center
Relationships among spatial abilities, as assessed by a battery of psychometric tests and experimental tasks, and environmental learning, as assessed by a series of macrospatial tasks, were examined in two studies using confirmatory factor analysis with directional paths. The initial study indicated the utility of a five-factor model, one (general spatial ability) derived from psychometric tests, two (spatial-sequential memory and spatial perspective-taking latency) from experimental tasks, and two (topological knowledge and Euclidean direction knowledge) from measures of environmental learning. The best fitting path model further indicated that the spatial-sequential memory factor mediated the relationship between general spatial ability and topological knowledge, and that perspectivetaking latency mediated the relationship between general spatial ability and Euclidean direction knowledge. The second study confirmed the five-factor path model using a different participant sample and environmental setting. The only failure to replicate involved the path between perspective-taking latency in the lab and Euclidean direction knowledge in the environment. Results indicate that the relationship between basic spatial abilities and environmental learning is significantly mediated by cognitive processes that can be assessed using laboratory tasks.
The authors acknowledge with gratitude the financial support from a VA-DOD Collaboration Grant (D.525R) to Richard Long, the assistance of Phoebe McLeod with data collection, the advice of Doug Wedell concerning data analysis, and the comments of John Rieser regarding the findings. Correspondence and requests for reprints should be sent to Gary L. Allen, Department of Psychology, University of South Carolina, Columbia, SC 29208. E-mail:.
The above titled article was printed in Intelligence Volume 22, Issue 3, 1996, pp. 327-355. In that article, a Table 2 appeared on page 340. Due to a printer’s error, in some of the journals printed, the figure was presented “backwards” and was unreadable. The publisher is hereby presenting the correct version of this Table 2 on page 158, the next page of this issue of the journal. 157
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.
Surface development Cube comparison Hidden figures Gestalt completion Map memory Map planning Maze learning (hi&) Maze learning (time) Mare reversal (trials) Maze reversal (time) Perspective-taking Perspective-taking (rt) Route reversal Euclidean distance Euclidean distance Scene recognition Scene sequencing lntraroute distance Map placement
0.73 0.52 0.47 0.35 0.61 -0.53 -0.55 -0.38 -0.38 0.45 -0.45 PO.22 -0.03 -0.31 0.20 0.16 -0.17 -0.29
I
0.55 0.40 0.28 0.58 -0.46 PO.48 -0.32 -0.33 0.40 -0.40 -0.20 -0.03 -0.37 0.03 0.18 -0.15 -0.25
2
~ 0.32 0.43 0.52 ~0.37 -0.39 -0.16 -0.19 0.35 -0.28 -0.07 0.02 -0.19 0.04 0.15 -0.14 -0.16
3
0.25 0.30 -0.39 -0.37 -0.34 -0.34 0.34 -0.40 -0.17 -0.10 -0.20 0.02 0.12 -0.26 -0.31
4
0.25 -0.36 -0.31 -0.15 -0.18 0.37 PO.04 -0.22 -0.16 -0.04 0.09 0.15 -0.11 -0.17
5
-0.47 -0.47 -0.32 -0.33 0.31 -0.31 -0.13 0.01 -0.33 0.13 0.15 -0.27 -0.29
6
~ 0.96 0.64 0.65 -0.43 0.52 0.26 0.03 0.35 -0.14 -0.26 0.17 0.46
7
0.69 0.72 -0.41 0.56 0.20 0.02 0.38 -0.10 -0.25 0.12 0.42
8
0.98 -0.35 0.19 0.12 -0.09 0.19 -0.04 -0.22 0.09 0.44
9
-0.35 0.21 0.07 -0.06 0.20 0.00 -0.21 0.08 0.41
10
-0.19 -0.34 ~0.15 -0.32 0.05 0.33 -0.31 -0.33
11
0.32 -0.06 0.45 ~0.04 -0.13 0.12 0.32
12
0.07 0.26 -0.18 -0.32 0.39 0.58
13
14
~ 0.05 0.04 -0.08 0.22 -0.02
TABLE 2 Correlation Matrix Including Psychometric Test Scores, Experimental Task Measures, and Environmental Learning Task Measures (With r > 0.20 significant at p < .05)
~ -0.07 -0.38 0.26 0.31
15
~ 0.42 -0.36 -0.31
16
-0.56 -0.63
17
~ 0.55
18
-
19
ERRATUM
Predicting Environmental Learning From Spatial Abilities: An Indirect Route GARY L. ALLEN KATHLEEN
C. KIRASIC
SHANNON
H. DOBSON
University of South Carolina G. LONG SHARON BECK
RICHARD Atlanta VA Rehabilitation
Research and Development Center
Relationships among spatial abilities, as assessed by a battery of psychometric tests and experimental tasks, and environmental learning, as assessed by a series of macrospatial tasks, were examined in two studies using confirmatory factor analysis with directional paths. The initial study indicated the utility of a five-factor model, one (general spatial ability) derived from psychometric tests, two (spatial-sequential memory and spatial perspective-taking latency) from experimental tasks, and two (topological knowledge and Euclidean direction knowledge) from measures of environmental learning. The best fitting path model further indicated that the spatial-sequential memory factor mediated the relationship between general spatial ability and topological knowledge, and that perspectivetaking latency mediated the relationship between general spatial ability and Euclidean direction knowledge. The second study confirmed the five-factor path model using a different participant sample and environmental setting. The only failure to replicate involved the path between perspective-taking latency in the lab and Euclidean direction knowledge in the environment. Results indicate that the relationship between basic spatial abilities and environmental learning is significantly mediated by cognitive processes that can be assessed using laboratory tasks.
The authors acknowledge with gratitude the financial support from a VA-DOD Collaboration Grant (D.525R) to Richard Long, the assistance of Phoebe McLeod with data collection, the advice of Doug Wedell concerning data analysis, and the comments of John Rieser regarding the findings. Correspondence and requests for reprints should be sent to Gary L. Allen, Department of Psychology, University of South Carolina, Columbia, SC 29208. E-mail:
The above titled article was printed in Intelligence Volume 22, Issue 3, 1996, pp. 327-355. In that article, a Table 2 appeared on page 340. Due to a printer’s error, in some of the journals printed, the figure was presented “backwards” and was unreadable. The publisher is hereby presenting the correct version of this Table 2 on page 158, the next page of this issue of the journal. 157
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.
Surface development Cube comparison Hidden figures Gestalt completion Map memory Map planning Maze learning (hi&) Maze learning (time) Mare reversal (trials) Maze reversal (time) Perspective-taking Perspective-taking (rt) Route reversal Euclidean distance Euclidean distance Scene recognition Scene sequencing lntraroute distance Map placement
0.73 0.52 0.47 0.35 0.61 -0.53 -0.55 -0.38 -0.38 0.45 -0.45 PO.22 -0.03 -0.31 0.20 0.16 -0.17 -0.29
I
0.55 0.40 0.28 0.58 -0.46 PO.48 -0.32 -0.33 0.40 -0.40 -0.20 -0.03 -0.37 0.03 0.18 -0.15 -0.25
2
~ 0.32 0.43 0.52 ~0.37 -0.39 -0.16 -0.19 0.35 -0.28 -0.07 0.02 -0.19 0.04 0.15 -0.14 -0.16
3
0.25 0.30 -0.39 -0.37 -0.34 -0.34 0.34 -0.40 -0.17 -0.10 -0.20 0.02 0.12 -0.26 -0.31
4
0.25 -0.36 -0.31 -0.15 -0.18 0.37 PO.04 -0.22 -0.16 -0.04 0.09 0.15 -0.11 -0.17
5
-0.47 -0.47 -0.32 -0.33 0.31 -0.31 -0.13 0.01 -0.33 0.13 0.15 -0.27 -0.29
6
~ 0.96 0.64 0.65 -0.43 0.52 0.26 0.03 0.35 -0.14 -0.26 0.17 0.46
7
0.69 0.72 -0.41 0.56 0.20 0.02 0.38 -0.10 -0.25 0.12 0.42
8
0.98 -0.35 0.19 0.12 -0.09 0.19 -0.04 -0.22 0.09 0.44
9
-0.35 0.21 0.07 -0.06 0.20 0.00 -0.21 0.08 0.41
10
-0.19 -0.34 ~0.15 -0.32 0.05 0.33 -0.31 -0.33
11
0.32 -0.06 0.45 ~0.04 -0.13 0.12 0.32
12
0.07 0.26 -0.18 -0.32 0.39 0.58
13
14
~ 0.05 0.04 -0.08 0.22 -0.02
TABLE 2 Correlation Matrix Including Psychometric Test Scores, Experimental Task Measures, and Environmental Learning Task Measures (With r > 0.20 significant at p < .05)
~ -0.07 -0.38 0.26 0.31
15
~ 0.42 -0.36 -0.31
16
-0.56 -0.63
17
~ 0.55
18
-
19