Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance.

By Jonathan Wai, David Lubinski, C. Benbow. 2009

1,814 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Automotive Engineering

View Paper: https://www.semanticscholar.org/paper/ca3d6205ffb8cab6724fb0828634826e2e87ead7

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Citations in the corpus

Why Are Some STEM Fields More Gender Balanced Than Others? (2017, background): “…i n a t e d b r o a d l y . racial equity are particularly important when it comes to STEM learning because performance differences between racial groups are considerably larger than gender differences within racial groups (Fryer & Levitt, 2010; Muller, Stage, & Kinzie, 2001; Walker & Plata, 2000).”
Trait complex, cognitive ability, and domain knowledge predictors of baccalaureate success, STEM persistence, and gender differences. (2013, background): “Other investigators have focused on ability and knowledge differences, especially in the spatial ability and mechanical knowledge domains (e.g., Wai et al., 2009).”
Gender-Role Differences in Spatial Ability: A Meta-Analytic Review (2013, background): “Spatial Ability and Quantitative Skills Many researchers (e.g. Wai et al. 2009) have proposed that spatial ability provides a foundation for the development of quantitative reasoning such as science and mathematics (Nuttall et al. 2005; Serbin et al. 1990).”
Can spatial training improve long-term outcomes for gifted STEM undergraduates? (2013, background): “For instance, Wai et al. (2009) found that 45% of all STEM PhDs in their longitudinal study (n=400,000) were within the top 4% of spatial skills in high school.”
When Less Is More: Effects of Grade Skipping on Adult STEM Productivity Among Mathematically Precocious Adolescents (2013, background): “…and interest and accomplishments in STEM domains has been demonstrated in nationally representative samples (Flanagan et al., 1962; Lubinski, 2010; Wai et al., 2009) and in samples of mathematically precocious individuals (Kell, Lubinski, & Benbow, in press; Lubinski & Benbow, 2006; Lubinski,…”
A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education (2018, positive): “(Wai et al. 2009, p.827) Lubinski (2010, p.348) generalised these results stating that ‘individual differences in spatial ability contribute to learning, the development of expertise, and securing advanced educational and occupational credentials in STEM’.”
Mental Rotation With Tangible Three-Dimensional Objects: A New Measure Sensitive to Developmental Differences in 4- to 8-Year-Old Children (2015, background): “In addition, mental rotation skills also play an important role in the learning of and achievement in science, technology, engineering, and mathematics disciplines (i.e., STEM; see Newcombe & Frick, 2010; Wai et al., 2009).”
Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children (2019, neutral): “Research has supported a strong association between visual-spatial skills and school readiness (Assel, Landry, Swank, Smith, & Steelman, 2003; Forrest, 2004; Gunderson et al., 2012; Rourke & Finlayson, 1978; Sigmundsson, Anholt, & Talcott, 2010; Wai et al., 2009; Webb, Lubinski, & Benbow, 2007).”