3D Spatial Orientation

Spatial orientation, as it is assessed in this test, is an aspect of intellectual capacity providing the psychologist with essential information about the respondent which cannot be assessed with other cognitive tests. It is the ability to think in various dimensions and to organize thoughts on the basis of mental pictures.

Application
Non-verbal test for assessing mental visualization and the ability to apply transformations to objects in three-dimensional space; suitable for use with respondents age 15 and upwards.

Theoretical background
The primary factor measured by the 3D test is that of spatial ability (S) as defined by Thurstone in his Primary Factor Theory (Thurstone, 1938). 
This factor has been repeatedly confirmed both by adherents of factor theories (e.g. Guilford, 1956) and by those who support hierarchical models of intelligence (e.g. Spearman, 1927; Burt, 1949; Vernon, 1950).  More recent research on cognitive intelligence describes the factor as one of the “multiple intelligences” (e.g. Gardner, 2001).
Sternberg’s Three Factor Theory (Sternberg, 2000) also includes abilities which by definition correspond to the S-factor. On account of its very varied manifestations the factor has been very important in research.

Administration
Each item consists of a picture of a number of building blocks of the same shape and size that are placed together to form a structure. The respondent is asked to imagine how each arrangement of building blocks would look when viewed from a different angle, as indicated by an arrow. He is given four alternative answers, from which he must select the picture that correctly depicts how the bricks would appear from the perspective indicated. The 3D test consists of 30 items.

Test forms
There is one test form.

Scoring
The number of correctly worked items is taken as the measure of spatial ability. Both raw scores and percentile ranks are reported in the results protocol.

Reliability
The split-half reliability coefficients vary between 0.82 and 0.87 for respondents of different educational level.

Validity
The test’s face validity is evident – respondents immediately associate the test with  “understanding of shapes”. Logical validity arises from the operational definition of what is measured.  
Construct validity has been demonstrated by correlation analysis. The content of 3D is similar to the content of other tests that measure spatial ability and that have good predictive validity for a variety of occupations.  This confirms the predictive validity of the present test. We are currently planning our own study of the test’s predictive validity.

Norms
Standardization was carried out on a representative sample of 357 individuals who were tested at the SCHUHFRIED Company’s research laboratory in 2004 and 2007. A quota plan was used. These norms are also available partitioned according to gender, age and educational level.
Norms for a sample of 547 Swedish adults are also available. These norms are likewise partitioned according to gender, age and educational level.