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CR:PI Special Issue
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ISSN: 2365-7464
(electronic version)

Cognitive Research: Principles & Implications

Published two times a year.
(May, Dec)

Special Issues

Call for Papers
The Psychology of Fake News

Coming Soon
Group Decision Making

Coming Soon
Why Spatial is Special in Education, Learning, and Everyday Activities

Coming Soon
Deception Detection

Read the Issue
Embodied Cognition
and STEM Learning

Read the Issue
Individual Differences in
Face Perception and
Person Recognition

Read the Issue
Effects of Neuroscience Explanations

Read the Issue
Attention in Natural and Mediated Realities

Read the Issue
Medical Image Perception 




Closed for Submissions
The deadline was October 1, 2019

Why Spatial is Special in Education, Learning, and Everyday Activities

Toru Ishikawa, INIAD, Toyo University, Japan
Nora S. Newcombe, Temple University, USA


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.

Submit a Manuscript
Closed for submissions. The submission deadline was October 1, 2019.

You can find manuscript submission details here.

Please email either or both of the guest editors with any questions about submissions.

Questions? Please email  Toru Ishikawa and/or Nora S. Newcombe, co-editors of this special issue.

About CR:PI
is the open access journal of the Psychonomic Society. Its mission is to publish use-inspired basic research: fundamental cognitive research that grows from hypotheses about real-world problems. As with all Psychonomic Society journals, submissions to CR:PI 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.


Table of Contents
Author Instructions
Manuscript Submission
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(Open Access Journal)


Editor in Chief
Jeremy M. Wolfe

Jeremy M. Wolfe
Harvard Medical School/Brigham and Women's Hospital, USA

Associate Editors

Vicki Bruce
Newcastle University, United Kingdom

Christian Luhmann
Stony Brook University, USA

Nora S. Newcombe
Temple University, USA

Hal Pashler
University of California, San Diego, USA

John Wixted
University of California, San Diego, USA

Jeffrey M. Zacks
Washington University in St. Louis, USA

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