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Updated: Jun 26, 2026

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
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Published on: February 19, 2018

Detecting Demographic Influences on Measures of Spatial Ability with Rasch Tree Analysis.

Justice Dadzie1, Christopher A Ocheni1, Daniel O Oyeniran1

  • 1Department of Educational Studies, College of Education, The University of Alabama, Tuscaloosa, AL 35487, USA.

Journal of Intelligence
|June 25, 2026
PubMed
Summary
This summary is machine-generated.

This study used Rasch modeling to evaluate spatial assessments like the Mental Rotation Test (MRT) and Object Assembly (OA). Findings show these tests are useful for measuring spatial skills across diverse student groups.

Keywords:
Rasch modelRasch treeSTEM educationdifferential item functioning (DIF)spatial abilitysubgroup differences

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Area of Science:

  • Psychometrics
  • Educational Measurement
  • Cognitive Psychology

Background:

  • Spatial reasoning is crucial for STEM fields.
  • Evaluating the psychometric properties of spatial assessments is essential for accurate measurement.
  • Understanding demographic patterns in spatial skills can inform educational interventions.

Purpose of the Study:

  • To apply Rasch modeling to assess the psychometric properties of the Mental Rotation Test (MRT) and Object Assembly (OA).
  • To explore demographic patterns (gender, race) in spatial assessment performance using group comparisons.
  • To investigate item-level measurement invariance across demographic groups.

Main Methods:

  • Rasch modeling was used to analyze item fit and person-item maps for MRT and OA.
  • Group comparisons (gender, race) were conducted on Rasch-derived theta estimates and raw scores.
  • Rasch tree analyses were performed to evaluate item-level measurement invariance.

Main Results:

  • Most MRT and OA items demonstrated acceptable model-data fit, indicating good psychometric properties.
  • Rasch analysis supported the utility of MRT and OA for differentiating low-to-moderate spatial skills.
  • Small, non-significant differences were observed across gender and race groups in overall spatial ability.
  • Item-level analyses revealed some instances of measurement noninvariance across demographic groups.

Conclusions:

  • Rasch-based methods are valuable for evaluating the measurement quality of spatial assessments.
  • Spatial assessments like MRT and OA show psychometric soundness and utility for diverse student populations.
  • Overall score comparisons may mask important item-level variations in spatial assessment performance across demographic groups.