A new instrument, the Object-Spatial Imagery Questionnaire (OSIQ), was designed to assess individual differences in visual imagery preferences and experiences. The OSIQ consists of two scales: an object imagery scale that assesses preferences for representing and processing colourful, pictorial, and high-resolution images of individual objects and a spatial imagery scale that assesses preferences for representing and processing schematic images, spatial relations amongst objects, and spatial transformations. Across a series of studies, the object imagery scale was significantly correlated with the performance on object imagery tasks; the spatial imagery scale was significantly correlated with the performance on spatial imagery tasks; but neither correlated with measures of intelligence. Additionally, compared to visual artists and humanities professionals, scientists reported higher spatial imagery ratings; however, compared to scientists and humanities professionals, visual artists reported higher object imagery ratings. Thus, the results from the studies supported the predictive, discriminant, and ecological validity of the OSIQ.

Gifted students with spatial strengths are often overlooked and underserved in American schools. These students have areas of remarkable talent but often have verbal learning difficulties that prevent them from being identified for gifted services as traditional assessments emphasize verbal and quantitative skills, not nonverbal expertise. The dwindling number of American students pursuing higher level degrees in mathematics and science, natural strength areas for students with spatial skills, emphasizes the reasons educators need to identify and encourage these students at an early age. This exploratory correlational research investigated the practicality and effectiveness of identification tools intended to locate elementary children with spatial strengths. My Thinking Style (MTS), a self-report survey instrument, was developed for this research. The results of the survey, determined through one-on-one interviews with fourth grade students, were compared to performance on the Naglieri Nonverbal Ability Test (NNAT) and the block design subtest of the

We investigate the use of external visual representations in probability problem solving. Twenty-six students enrolled in an introductory statistics course for social sciences graduate students (post-baccalaureate) solved eight probability problems in a structured interview format. Results show that students spontaneously use selfgenerated external visual representations while solving probability problems. The types of visual representations used include: reorganization of the given information, pictures, novel schematic representations, trees, outcome listings, contingency tables, and Venn diagrams. The frequency of use of each of these different external visual representations depended on the type of probability problem being solved. We interpret these findings as showing that problem solvers attempt to select representations appropriate to the problem structure, and that the appropriateness of the representation is determined by the problem’s underlying schema.

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