Problem solving strategies and the relationship between visualization ability and spatial anatomy task performance

Background In a previous study, we showed that visualization ability (VZ) is related to performance on a spatial anatomy task (SAT). Low VZ learners demonstrated consistently poorer task performance than high VZ learners. In the current study, we explored the processing commonalities and differences of learners in order to determine which problem solving strategies distinguish those of high VZ from those of low VZ. Methods Forty‐two students completed a standardize measure of VZ, the SAT, and a questionnaire involving self‐analysis of the processes and strategies used while performing the SAT. Results Consistent with our previous study, high VZ learners performed better on the SAT than low VZ learners. Concerning problem solving strategies, more low VZ learners reported using movements of body parts and/or surrounding objects while performing the SAT. These learners also stated they were more concerned about time, that is finishing all SAT questions, than they were about answering correctly. Conclusion The tendency for low VZ learners to offload cognitive work onto external perceptual‐motor processes suggests that they have problems with mental manipulations, which may contribute to their poor SAT performance. Furthermore, low VZ learners are more prone to errors while performing the SAT, as suggested by their tendency to focus on the quantity, rather than the quality, of their answers. Grant Funding Source : none