Joni M Lakin
Biographic Data
| ID | 2746094 |
|---|---|
| NAME | Joni M Lakin |
| GIVEN NAMES | Joni M |
| FAMILY NAME | Lakin |
| SIGNATURE | LAKIN J M |
| AFFILIATIONS | Auburn University |
| ORCID | 0000-0002-0546-0554 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Detecting Demographic Influences on Measures of Spatial Ability with Rasch Tree Analysis
This study applied Rasch modeling to examine the psychometric properties of two spatial assessments, the Mental Rotation Test (MRT) and Object Assembly (OA), and used group comparisons to explore demographic patterns across the MRT, OA, and Surface Development (SD). Participants were 123 students in Grades 3–8 recruited from university-affiliated summer programs. For the MRT and OA, most items showed acceptable model–data fit, with infit mean squ…
Updating the Spatial Activities and Videogame Survey for Use in Development Research
Childhood experiences and activities, including sports, videogames, and toys, have long been of interest in understanding cognitive development and later individual differences. In particular, the malleability of spatial reasoning suggests that early experiences, including a variety of spatial activities, may have a significant impact on the development of students’ spatial ability skills. In the present study, we sought to update the most widely…
Nurturing STEM talent in rural setting
Rural schools, especially smaller ones, offer enormous opportunities for teachers to get to know their students and to cultivate their academic talents. However, students with potential in science, technology, engineering, and mathematics (STEM) face specific obstacles to having their talents fully realized in rural schools. Joni Lakin, Tamra Stambaugh, Lori Ihrig, Duhita Mahatmya, and Susan G. Assouline describe the STEM Excellence and Leadershi…
Running the STEM Gauntlet
Making space for spatial talent
Spatial reasoning — the ability to mentally visualize, transform, and recognize symbolic information — is known to predict long-term success in many educational and occupational areas, including in STEM. Despite this, spatial reasoning measures are virtually absent in K-12 tests. Thus, such strengths are not prioritized in gifted identification and talent development. Joni Lakin and Jonathan Wai discuss why spatial reasoning matters for finding a…
Spatially gifted, academically inconvenienced
BackgroundSpatially talented students have a capacity for success that is too often overlooked by educational services. Because these students may lack appropriate challenge, theorists suggest these students experience greater academic struggles than other gifted students, including behavioural problems and lack of academic engagement.AimsThe goal of this research was to explore empirical evidence for the claim that spatially talented students wo…
Mainstream Teachers’ Implicit Beliefs about English Language Learners
Teacher attitudes toward inclusion of English Learners (ELs) in the mainstream classroom have primarily focused on explicit beliefs as accessed through observation, case studies, and self-report surveys. The authors explore implicit mainstream teacher beliefs about ELs using the newly created Implicit Association Test–EL, with correlations to explicit beliefs being made using the English-as-a-Second-Language (ESL) Students in Mainstream Classroom…
Pre-service teachers' implicit and explicit beliefs about English language learners
The role of treatment acceptability, effectiveness, and understanding in treatment fidelity
Multigroup Generalizability Analysis of Verbal, Quantitative, and Nonverbal Ability Tests for Culturally and Linguistically Diverse Students
For educators seeking to differentiate instruction, cognitive ability tests sampling multiple content domains, including verbal, quantitative, and nonverbal reasoning, provide superior information about student strengths and weaknesses compared with unidimensional reasoning measures. However, these ability tests have not been fully evaluated with respect to fairness and validity for English-language learners (ELL). In particular, reliability is a…
Investigating ESL Students’ Performance on Outcomes Assessments in Higher Education
Outcomes assessments are gaining great attention in higher education because of increased demand for accountability. These assessments are widely used by U.S. higher education institutions to measure students’ college-level knowledge and skills, including students who speak English as a second language (ESL). For the past decade, the increasing number of ESL students has changed the landscape of U.S. higher education. However, little research exi…
Consistencies in sex differences on the Cognitive Abilities Test across countries, grades, test forms, and cohorts
Background Strand, Deary, and Smith (2006) reported an analysis of sex differences on the Cognitive Abilities Test (CAT) for over 320,000 UK students 11-12 years old. Although mean differences were small, males were overrepresented at the upper and lower extremes of the score distributions on the quantitative and non-verbal batteries and at the lower extreme of the verbal battery.Aims We investigate whether these results were unique to the UK or …
Consistencies in sex differences on the Cognitive Abilities Test across countries, grades, test forms, and cohorts
Background Strand, Deary, and Smith (2006) reported an analysis of sex differences on the Cognitive Abilities Test (CAT) for over 320,000 UK students 11-12 years old. Although mean differences were small, males were overrepresented at the upper and lower extremes of the score distributions on the quantitative and non-verbal batteries and at the lower extreme of the verbal battery.Aims We investigate whether these results were unique to the UK or …
Pre-service teachers' implicit and explicit beliefs about English language learners
Spatially gifted, academically inconvenienced
BackgroundSpatially talented students have a capacity for success that is too often overlooked by educational services. Because these students may lack appropriate challenge, theorists suggest these students experience greater academic struggles than other gifted students, including behavioural problems and lack of academic engagement.AimsThe goal of this research was to explore empirical evidence for the claim that spatially talented students wo…
Mainstream Teachers’ Implicit Beliefs about English Language Learners
Teacher attitudes toward inclusion of English Learners (ELs) in the mainstream classroom have primarily focused on explicit beliefs as accessed through observation, case studies, and self-report surveys. The authors explore implicit mainstream teacher beliefs about ELs using the newly created Implicit Association Test–EL, with correlations to explicit beliefs being made using the English-as-a-Second-Language (ESL) Students in Mainstream Classroom…
Consistencies in sex differences on the Cognitive Abilities Test across countries, grades, test forms, and cohorts
Background Strand, Deary, and Smith (2006) reported an analysis of sex differences on the Cognitive Abilities Test (CAT) for over 320,000 UK students 11-12 years old. Although mean differences were small, males were overrepresented at the upper and lower extremes of the score distributions on the quantitative and non-verbal batteries and at the lower extreme of the verbal battery.Aims We investigate whether these results were unique to the UK or …
Multigroup Generalizability Analysis of Verbal, Quantitative, and Nonverbal Ability Tests for Culturally and Linguistically Diverse Students
For educators seeking to differentiate instruction, cognitive ability tests sampling multiple content domains, including verbal, quantitative, and nonverbal reasoning, provide superior information about student strengths and weaknesses compared with unidimensional reasoning measures. However, these ability tests have not been fully evaluated with respect to fairness and validity for English-language learners (ELL). In particular, reliability is a…
Investigating ESL Students’ Performance on Outcomes Assessments in Higher Education
Outcomes assessments are gaining great attention in higher education because of increased demand for accountability. These assessments are widely used by U.S. higher education institutions to measure students’ college-level knowledge and skills, including students who speak English as a second language (ESL). For the past decade, the increasing number of ESL students has changed the landscape of U.S. higher education. However, little research exi…
The role of treatment acceptability, effectiveness, and understanding in treatment fidelity
Mainstream Teachers’ Implicit Beliefs about English Language Learners
Teacher attitudes toward inclusion of English Learners (ELs) in the mainstream classroom have primarily focused on explicit beliefs as accessed through observation, case studies, and self-report surveys. The authors explore implicit mainstream teacher beliefs about ELs using the newly created Implicit Association Test–EL, with correlations to explicit beliefs being made using the English-as-a-Second-Language (ESL) Students in Mainstream Classroom…
Pre-service teachers' implicit and explicit beliefs about English language learners
Running the STEM Gauntlet
Making space for spatial talent
Spatial reasoning — the ability to mentally visualize, transform, and recognize symbolic information — is known to predict long-term success in many educational and occupational areas, including in STEM. Despite this, spatial reasoning measures are virtually absent in K-12 tests. Thus, such strengths are not prioritized in gifted identification and talent development. Joni Lakin and Jonathan Wai discuss why spatial reasoning matters for finding a…
Spatially gifted, academically inconvenienced
BackgroundSpatially talented students have a capacity for success that is too often overlooked by educational services. Because these students may lack appropriate challenge, theorists suggest these students experience greater academic struggles than other gifted students, including behavioural problems and lack of academic engagement.AimsThe goal of this research was to explore empirical evidence for the claim that spatially talented students wo…
Nurturing STEM talent in rural setting
Rural schools, especially smaller ones, offer enormous opportunities for teachers to get to know their students and to cultivate their academic talents. However, students with potential in science, technology, engineering, and mathematics (STEM) face specific obstacles to having their talents fully realized in rural schools. Joni Lakin, Tamra Stambaugh, Lori Ihrig, Duhita Mahatmya, and Susan G. Assouline describe the STEM Excellence and Leadershi…
Updating the Spatial Activities and Videogame Survey for Use in Development Research
Childhood experiences and activities, including sports, videogames, and toys, have long been of interest in understanding cognitive development and later individual differences. In particular, the malleability of spatial reasoning suggests that early experiences, including a variety of spatial activities, may have a significant impact on the development of students’ spatial ability skills. In the present study, we sought to update the most widely…
Detecting Demographic Influences on Measures of Spatial Ability with Rasch Tree Analysis
This study applied Rasch modeling to examine the psychometric properties of two spatial assessments, the Mental Rotation Test (MRT) and Object Assembly (OA), and used group comparisons to explore demographic patterns across the MRT, OA, and Surface Development (SD). Participants were 123 students in Grades 3–8 recruited from university-affiliated summer programs. For the MRT and OA, most items showed acceptable model–data fit, with infit mean squ…
Psychology (10 works) · Mathematics education (8 works) · Cognition (4 works) · Developmental psychology (4 works) · Sociology (4 works) · Spatial Cognition and Navigation (4 works) · Computer Science (3 works) · Demography (3 works) · Geography Education and Pedagogy (3 works) · Medicine (3 works)