[visionlist] Why spatial is special - A CRPI call for papers

Wolfe, Jeremy M.,Ph.D. jwolfe at bwh.harvard.edu
Thu Apr 18 12:57:07 -04 2019

or, as we say in the Open Access, On-Line World,
A New Thematic Series
for Cognitive Research: Principles and Implications (CRPI)
Why Spatial is Special
in Education, Learning, and Everyday Activities

Professor Toru Ishikawa, INIAD, Toyo University, Japan (toru.ishikawa at iniad.org<mailto:toru.ishikawa at iniad.org>)
Professor Nora Newcombe, Temple University, USA (newcombe at temple.edu<mailto:newcombe at temple.edu>)

People's thinking about, with, and in space has been extensively studied in the literatures of psychology, education, and other related fields. In the context of education, researchers have shown that spatial ability correlates significantly, over and above mathematical and verbal ability, with students' interest in science, technology, engineering, and mathematics (STEM) disciplines, including physics, chemistry, biology, mathematics, engineering, geoscience, anatomy, and surgery, and affects their eventual occupational choices.
            A more encompassing perspective than spatial ability is spatial thinking, i.e., thinking about and thinking with space in a flexible manner, coupled with an understanding of domain-specific knowledge, sometimes called spatial literacy or even the "fourth R." Importantly, spatial thinking includes navigation, as well as thinking with spatial distributions, such as reading a weather map in a newspaper. The existence of large individual differences in the extent, accuracy, and flexibility of internal representations of our spatial environments is now stimulating research. The pervasive availability of geospatial information raises concern about negative effects on people’s geospatial literacy and awareness.
            This special issue aims to bring together articles on questions such as: What is spatial thinking? Is it related to spatial ability and other abilities? To academic achievements in different fields? Can it be taught and trained? Brought into the classroom? We invite you to contribute.
Please email either or both of the guest editors with any questions about submissions.
Cognitive Research: Principles and Implications (CRPI) is the open access journal of the Psychonomic Society. Its mission is to publish use-inspired basic research<https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-016-0011-x>: fundamental cognitive research that grows from hypotheses about real-world problems. As with all Psychonomic Society journals, submissions to CRPI are subject to rigorous peer review.
For manuscripts accepted for the special issue, the publication fee may be fully or partially waived depending on the number of manuscripts accepted for the special issue. The authors should indicate when they submit a manuscript if they are requesting a waiver of the publication fee.
Deadline: manuscripts should be submitted before September 1, 2019
You can find manuscript submission details at

Jeremy M Wolfe, PhD
Professor of Ophthalmology & Radiology,
Harvard Medical School

Visual Attention Lab
Department of Surgery
Brigham & Women's Hospital

65 Landsdowne St
4th Floor
Cambridge, MA  02139

Phone:  617-768-8818
Fax:  617-768-8816

Best email: jwolfe at bwh.harvard.edu<mailto:jwolfe at bwh.harvard.edu>
Backup: jeremywolfe0131 at gmail.com<mailto:jeremywolfe0131 at gmail.com>
URL: search.bwh.harvard.edu<http://search.bwh.harvard.edu>

Editor: Cognitive Research: Principles and Implications (CRPI)
CRPI is the new open access, peer-reviewed journal of the Psychonomics Society
Do you do "use-inspired, basic research" in Cognition? That is what we publish.

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