Spatial Bias

Samira

Spatial Bias

Samira is one of the estimated 7% of children in the school population who have relatively much higher spatial skills compared with their verbal abilities.

Samira is a bright and conscientious student. She can complete a Rubik’s Cube in 30 seconds and loves coding complex and interesting games in Python in her spare time.

Yet Samira’s teachers noticed she finds written and oral assignments challenging – they don’t reflect her practical skills.

Learn more about Samira >

Video

Key Questions

  • Set Samira challenges involving active learning methods, such as simulations, problem-solving tasks and the creation of original ideas, particularly those involving imagery.
  • Does Samira prefer alternative methods to record her learning visual imaginations - mind maps, diagrams, pictures or 3D images?
  • Consider interventions that target relative challenges with verbal reasoning and how to support reading by understanding the individual strengths and challenges in this area.
  • Is there any evidence to suggest that further targeted screening for specific strengths and challenges may be necessary (specific difficulties related to language and/or literacy).

Further reading on Spatial Bias >

*These profiles are for illustrative purposes and have been created to help introduce just some of the varied learner profiles your CAT4 data may show you, and to help support personalised learning. The profiles from your own CAT4 data may share some similarities with the example profiles but it is important to consider each learner individually.

60 100 140 Verbal Quantitative Spatial Non-Verbal

Verbal

Verbal classification

Verbal analogies

These learners will likely excel in debate, developing strong connected arguments. It’s also probable that they draw upon advanced reading skills to use rich and effective language/vocabulary for creative writing.

These learners will likely find accessing tasks involving the written word more challenging and may find it difficult to keep pace in group discussions where they should be given clearly defined roles to avoid being a ‘passenger’.

Non-verbal

Figure classification

Figure matrices

These learners will quickly build a puzzle, solve a Rubix cube or spot the difference as they prefer to think with numbers or images. They will likely thrive with activities that require them to problem solve with abstract information.

These learners may find it difficult to keep up in the learning environment as they may not follow instructions or find new information easy to follow. They will likely find challenge with following logical approaches to problem-solving including model building and science experiments.

Quantitative

Number analogies

Number series

These learners will likely excel in tasks related to arithmetic and computation. They will solve number problems, find patterns in numbers and identify relationships within data sets with greater ease.

These learners will likely experience barriers with number related learning which may manifest as an anxiety toward maths. They may have difficulty with recall of number facts, recognising the value of a group of objects, seeing patterns in numbers and with basic arithmetic skills.

Spatial

Figure analysis

Figure recognition

These learners will be quick to visualize and will learn best through concrete resources, graphics/images or in the virtual world. Concepts that can be explored actively and in three dimensions (model design and building) will likely be easier for them to grasp

These learners may need additional support with organisation and navigation as they may miss clues in their environment. Learning may need to be scaffolded/demonstrated particularly if represented in abstract two-dimensional diagrams.