Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.11851/3761
Title: Neuropsychological Assessment of First-Year Architecture Students’ Visuospatial Abilities: Overview
Authors: Acar, Aktan
Soysal Acar, A. Şebnem
Keywords: visuospatial abilities
neuropsychological assessment
judgment of line orientation
architectural education
visuospatial performance
Issue Date: Feb-2020
Publisher: Blackwell Publishing Ltd
Source: Acar, A., & Soysal Acar, A. Ş. (2020). Neuropsychological Assessment of First?Year Architecture Students’ Visuospatial Abilities: Overview. International Journal of Art & Design Education, 39(1), 211-226.
Abstract: First-year architecture students are expected to utilise visuospatial abilities to generate/construct, retain, rotate and manipulate space mentally and physically through physical and digital representations. This study of 57 female and 23 male participants was conducted to investigate first-year architecture students’ visuospatial abilities by means of the Beck Depression Inventory, Logical Reasoning Test and Judgment of Line Orientation (JLO) test. Participants’ sexes, cognitive development level, depression scale scores, university entrance exam results, vision disorders, physical competences, art training prior to university and error types were the study’s main parameters. The results showed that academic scores of the participants both to enrol in the program and complete the first-year studio did not correlate with their JLO scores. Nondepressed participants performed better in JLO. Error analyses demonstrated that there is a concentration on certain items according to the test stimulus line positions, especially in females. Those who reported limited physical and visual competency made more mistakes in the same items. The study concludes that sex, depression, and individual differences in physical and visual competency, and art training, are significant variables for visuospatial performance. Judging visuospatial parameters through spatial design exercises is different from having proper methods and instruments to assess the achievements of the students regarding those abilities in architectural design education. It is important to map students’ visuospatial abilities individually from a developmental perspective. There is a strong need to develop 4D psychometric instrument to assess visuospatial abilities.
URI: https://hdl.handle.net/20.500.11851/3761
https://doi.org/10.1111/jade.12256
ISSN: 1476-8062
Appears in Collections:Mimarlık Bölümü / Department of Architecture
Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection

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