Convention of American Psychological Association Running Head: Chinese Spatial Why Do Chinese Students Perform Well on Spatial Tasks? Chinese Teachers' Perspectives

This study assessed Chinese teachers' perspectives on why Chinese students perform well on spatial tasks. The study interviewed 17 male and 12 female teachers of Chinese language, math, science, and 6 other subjects, from elementary schools, high schools, and colleges of Beijing, China. The responses indicated that the Chinese teachers perceived that multiple environmental factors contributed to the Chinese students' spatial ability. These factors were Chinese culture, written language, life experience, and several school-related factors; including the academic subjects taken by the students. Some of the responses appear contrary to the research findings in the United States, whereas other hypotheses suggest avenues for future research. (Contains 22 references.) (Author/JDM) Reproductions supplied by EDRS are the best that can be made from the original document. Paper presented at 2001 Convention of American Psychological Association Running Head: Chinese Spatial Why Do Chinese Students Perform Well on Spatial Tasks? Chinese Teachers' Perspectives