Coordinate Plane Task
Background
The Coordinate Plane Task is a visual-spatial perception and algebraic cognition test developed by David C. Geary and colleagues in 2015. It evaluates a participant's visual-spatial processing and ability to handle basic coordinate geometry, serving as a measure of mathematical competence tied to algebraic learning. Developed for research on ninth-grade students, the task helps assess how individual differences in spatial perception relate to broader algebraic achievement and mathematical problem-solving.
Task Procedure
The Millisecond Coordinate Plane Task runs 24 test trials (plus one practice trial) with pre-determined coordinates to place that are run in a fixed sequence. Participants receive a coordinate, e.g. (25/30), and are asked to place a red dot in the provided coordinate plane. Only if a red dot is placed, is a 'continue' button activated to advance to the next trial which starts after an intertrial interval of 500ms. The task is self-paced.
What it Measures
The Coordinate Plane Task measures the ability to translate numerical information into visuospatial locations across two dimensions simultaneously.
Psychological domains
- Mathematical Cognition: Mental processes and activities involved in acquiring, understanding, and using mathematical knowledge
- Visuospatial Processing: The brain's ability to perceive, interpret, analyze, synthesize, and mentally manipulate visual information and spatial relationships.
Main Performance Metrics
- Euclidean Error Distance: Measure of distance error between placed dot and coordinate
- Percent Absolute Error (PAE): Deviation from linearity for x and y coordinate placements relative to their respective axes
Psychiatric Conditions
The Coordinate Plane Task is not a standardized diagnostic tool used in clinical settings.
A measure of visual-spatial perception by Geary et al (2015) in which participants are presented coordinate points and asked to place them in a coordinate plane.
References
Search Google Scholar for peer-reviewed, published research using the Inquisit Coordinate Plane Task.
David C. Geary, Mary K. Hoard, Lara Nugent, Jeffrey N. Rouder (2015). Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systems, Journal of Experimental Child Psychology, Volume 140, Pages 211-227.