There are inconsistent reports regarding behavioral sex differences in the human navigation literature. This meta-analysis quantifies the overall magnitude of sex differences in large-scale navigation skills in a variety of paradigms and populations, and examines potential moderators, using 694 effect sizes from 266 studies and a multilevel analytic approach. Overall, male participants outperform female participants, with a small to medium effect size (d = 0.34 to 0.38). The type of task, the type of dependent variable and the testing environment significantly contribute to variability in effect sizes, although there are only a few situations in which differences are either nonexistent or very large. Pointing and recall tasks (and the deviation scores associated with them) show larger sex differences than distance estimation tasks or learning to criterion. Studies with children younger than 13 years showed much smaller effect sizes (d = .15) than older age groups. We discuss the implications of these findings for understanding sex differences in human spatial navigation and identify avenues for future navigation research.
Males consistently outperform females on mental rotation tasks, such as the Vandenberg and Kuse (1978) Perceptual and Motor Skills, 47(2), 599-604, mental rotation test (MRT; e.g. Voyer et al. 1995) in Psychological Bulletin, 117, 250-265. The present study investigates whether these sex differences in MRT scores can be explained in part by early spatial activity experience, particularly those spatial activities that have been sex-typed as masculine/male-oriented. Utilizing an online survey, 571 ethnically diverse adult university students completed a brief demographic survey, an 81-item spatial activity survey, and the MRT. Results suggest that the significant relation between sex of the participant and MRT score is partially mediated by the number of masculine spatial activities participants had engaged in as youth. Closing the gap between males and females in spatial ability, a skill linked to science, technology, engineering, and mathematics success, may be accomplished in part by encouraging female youth to engage in more particular kinds of spatial activities.
Spatial researchers have been arguing over the optimum cognitive strategy for spatial problem-solving for several decades. The current article aims to shift this debate from strategy dichotomies to strategy flexibility—a cognitive process, which although alluded to in spatial research, presents practical methodological challenges to empirical testing. In the current study, participants’ eye movements were tracked during a mental rotation task (MRT) using the Tobii ×60 eye-tracker. Results of a latent profile analysis, combining different eye movement parameters, indicated two distinct eye-patterns—fixating and switching patterns. The switching eye-pattern was associated with high mental rotation performance. There were no sex differences in eye-patterns. To investigate strategy flexibility, we used a novel application of the changepoint detection algorithm on eye movement data. Strategy flexibility significantly predicted mental rotation performance. Male participants demonstrated higher strategy flexibility than did female participants. Our findings highlight the importance of strategy flexibility in spatial thinking and have implications for designing spatial training techniques. The novel approaches to analyzing eye movement data in the current paper can be extended to research beyond the spatial domain.
Developmental research beginning in the 1970s has suggested that children's ability to form cognitive maps reaches adult levels during early adolescence. However, this research has used a variety of testing procedures, often in real-world environments, which have been difficult to share widely across labs and to use to probe components of mapping, individual differences in success, and possible mechanisms of development and reasons for individual variation. In this study, we charted the development of cognitive mapping using a virtual navigation paradigm, Silcton, that allows for testing samples of substantial size in a uniform way and in which adults show marked individual differences in the formation of accurate route representations and/or in route integration. The current study tested children aged between 8 and 16 years. In terms of components of normative development, children's performance reached adult levels of proficiency at around age 12, but route representation progressed significantly more quickly than route integration. In terms of individual differences, by age 12 children could be grouped into the same three categories evident in adults: imprecise navigators (who form only imprecise ideas of routes), non-integrators (who represent routes more accurately but are imprecise in relating two routes), and integrators (who relate the two routes and, thus, form cognitive maps). Thus, individual differences likely originate during childhood. In terms of correlates, perspective-taking skills predicted navigation performance better than mental rotation skills, in accord with the view that perspective taking operates on extrinsic spatial representations, whereas mental rotation taps intrinsic spatial representations.
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