Dedre Gentner

Alice Gabrielle Twight Professor of Psychology & Education


Curriculum vitae



(847)467-1272


Department of Psychology

Northwestern University



Spatial alignment supports comparison of life science images.


Journal article


Nina K Simms, Bryan J. Matlen, Benjamin D. Jee, D. Gentner
Journal of experimental psychology. Applied, 2023

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APA   Click to copy
Simms, N. K., Matlen, B. J., Jee, B. D., & Gentner, D. (2023). Spatial alignment supports comparison of life science images. Journal of Experimental Psychology. Applied.


Chicago/Turabian   Click to copy
Simms, Nina K, Bryan J. Matlen, Benjamin D. Jee, and D. Gentner. “Spatial Alignment Supports Comparison of Life Science Images.” Journal of experimental psychology. Applied (2023).


MLA   Click to copy
Simms, Nina K., et al. “Spatial Alignment Supports Comparison of Life Science Images.” Journal of Experimental Psychology. Applied, 2023.


BibTeX   Click to copy

@article{nina2023a,
  title = {Spatial alignment supports comparison of life science images.},
  year = {2023},
  journal = {Journal of experimental psychology. Applied},
  author = {Simms, Nina K and Matlen, Bryan J. and Jee, Benjamin D. and Gentner, D.}
}

Abstract

Visual comparisons are pervasive in science, technology, engineering, and mathematics (STEM) instruction and practice. In previous work, adults' visual comparisons of simple stimuli were faster and more accurate when the layout of a display facilitated alignment of corresponding elements-the spatial alignment principle (Matlen et al., 2020). Here, we asked whether the spatial alignment principle extends to rich, educationally relevant stimuli, and how prior experience and spatial skill relate to spatial alignment effects. Participants were asked to find an incorrect bone within a skeleton, presented individually or paired with a correct skeleton in a layout that did (direct placement) or did not (impeded placement) support alignment (Kurtz & Gentner, 2013). Consistent with the spatial alignment principle, undergraduates (Study 1) showed an advantage of direct over impeded placement. Middle schoolers (Study 2) showed a direct advantage on items presented in atypical orientations. That atypical items showed the strongest effects suggests that direct placement may help most when materials are less familiar. However, neither individual differences in undergraduates' STEM course history, nor undergraduates' or middle schoolers' spatial skills moderated spatial alignment effects. Thus, applying the spatial alignment principle in science, technology, engineering, and mathematics has potential to improve visual comparisons, especially those that are challenging, for students of all spatial skill levels. (PsycInfo Database Record (c) 2023 APA, all rights reserved).


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