EXAMINING A SPATIAL THINKING INTERVENTION FOR YOUNG ADULTS WITH AND WITHOUT DYSLEXIA

This dissertation describes the implementation and findings of two studies that investigated the relationships among individual differences and the effect of an intervention on mental rotation, a spatial thinking skill that involves the ability to picture and rotate an object in your mind. Mental rotation is malleable and can be improved with interventions, such as practice and training. These interventions have been examined for their potential as educational strategies, as improving spatial ability can translate into enhanced performance in STEM fields. However, it is not yet known how individual differences interact with the efficacy of a common hand gesture intervention. The first study examined the interaction between the effect of a gesture intervention and individual differences, such as spatial anxiety, on mental rotation ability in neurotypical young adults (18–24 years old). It found that the use of gestures did not significantly improve mental rotation ability, regardless of individual differences. The second study examined the efficacy of a similar intervention on the mental rotation of young adults with and without dyslexia. Developmental dyslexia (DD), a neurobiological developmental disorder primarily characterized by difficulties in word decoding skills, has also been linked to a range of cognitive differences, including potential challenges in spatial thinking. However, Study 2 did not find a significant difference in mental rotation between those with and without DD. Furthermore, a gesture intervention did not improve the mental rotation performance of either group more so than an alternative strategy. Together, the results from the two studies demonstrate the need for further investigation before implementing spatial thinking interventions as a viable strategy for enhancing academic performance.