Chapter 1 -- Overview of Visuospatial Processing for Education in Health and Natural Sciences -- Organization of this Volume -- Conclusion -- Chapter 2 Different Abilities Controlled by Visuospatial Processing -- Visuospatial Processing by Working Memory -- Two Scales of Visuospatial Processing -- Small-Scale Visuospatial Processing Abilities -- Interactions Between Visuospatial -- Processing Abilities -- Discussion -- Chapter 3 Science Education and Visuospatial Processing -- Visuospatial Processing Influencing Science Learning and Achievement -- Science Education Influencing Visuospatial Processing -- Visuospatial Training -- Discussion -- Chapter 4 Sex Differences in Visuospatial Processing -- Sex Differences in Different Visuospatial Processing Abilities -- Sociocultural and Biological Explanations -- Visuospatial Training to Reduce Sex Differences -- Discussion -- Chapter 5 Instructional Visualizations, Cognitive Load Theory, and Visuospatial Processing -- Science Learning Optimized through Instructional Visualizations -- Cognitive Load Theory -- Cognitive Load Theory Effects for Science Visualizations -- Split-Attention Effect and Spatial Contiguity Principle -- Modality Effect or Modality Principle -- Redundancy Effect and Coherence Principle -- Signaling Principle -- Transient Information Effect -- Discussion -- Chapter 6 Interactive Science Multimedia and Visuospatial Processing -- Research Perspectives on Fostering Effective Interactivity -- Simulations -- Videogames -- Discussion -- Chapter 7 Embodied Cognition, Science Education, and Visuospatial Processing -- Executing Body Actions -- Executing or Observing Body Actions -- Embodied Cognition in Manipulations and Gestures -- Manipulations -- Gestures -- Discussion -- Chapter 8 VAR: A Battery of Computer-Based Instruments to Measure Visuospatial Processing -- Administrative Tool to Manage the Instruments in VAR -- Mental Rotation Instruments -- Spatial Working Memory Instruments -- Visual Working Memory Instruments -- Dual Visuospatial Instruments of Working Memory -- Discussion.

Visuospatial processing is key to learn and perform professionally in the domains of health and natural sciences. As such, there is accumulating research showing the importance of visuospatial processing for education in diverse health sciences (e.g., medicine, anatomy, surgery) and in many natural sciences (e.g., biology, chemistry, physics, geology). In general, visuospatial processing is treated separately as (a) spatial ability and (b) working memory with visuospatial stimuli. This book attempts to link these two research perspectives and present visuospatial processing as the cognitive activity of two components of working memory (mostly the visuospatial sketch pad, and also the central executive), which allows to perform in both spatial ability and working memory tasks. Focusing on university education in the fields of health sciences and natural sciences, the chapters in this book describe the abilities of mental rotation, mental folding, spatial working memory, visual working memory, among others, and how different variables affect them. Some of these variables, thoroughly addressed in the book, are sex (gender), visualizations, interactivity, cognitive load, and embodiment. The book concludes with a chapter presenting VAR, a battery of computer-based tests to measure different tasks entailing visuospatial processing. With contributions by top educational psychologists from around the globe, this book will be of interest to a broad array of readers across the disciplines.