Abstract:
The purpose of the present study was to determine the impact of visual-spatial skills for long term memory, to investigate the environmental and cognitive factors that contribute the visual-spatial skills, and to explore whether these factors differ everyone. The simple random method was employed. Students (N = 40) were assessed on their visual-spatial skills and on measures related to visual-spatial skills: intelligence, quantitative reasoning, working memory, and home spatial activity engagement. Teachers were assessed on mental rotation ability. Results originate no difference between boys' and girls' visualspatial skills at age two. Quantitative reasoning donated the most to girls' visual-spatial skills. The differential predictors have implications for the development and fostering of visual-spatial skills.
