The purpose of this research was to assess the consistency and stability of risk-behavior within the interactive style perspective through a betting dice test (Ribes & Sanchez, 1992). We used two different versions of the betting dice test (BOT), in which some parametric values were changed in order to verify the interactive style configuration. When BOT version 1 was used (Study 1) we found that, even though the response options had the same expected value, subjects presented a conservative strategy, and that the behavior remained stable after 2 hr. The second BOT version (Study 2) allowed us to verify two aspects of the risk-taking behavior: (a) Subjects' risk behavior remains stable after 1 yr; and (b) the assumed risk varies between the two versions of the BOT. These results are discussed within the interactive style framework.

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Several studies have tried to establish the factors that underlie mathematical ability across development. Among them, spatial and motor abilities might play a relevant role, but no studies jointly contemplate both types of abilities to account for mathematical performance. The present study was designed to observe the roles of spatial and motor skills in mathematical performance. A total of 305 children aged between 6 and 8 years took part in this study. A generalized linear regression model with mathematical performance as a dependent variable was performed. Results revealed that Block design (as a visuospatial reasoning measure) accounted for mathematical performance, especially among 6- and 7-year-olds but not in 8-year-olds. After controlling for the effect of the block design, mental rotation and manual dexterity predicted mathematical performance. These findings highlight the role of underlying cognitive (spatial) and motor abilities in supporting mathematical achievement in primary school children.

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Computerized tasks allow a more fine-grained analysis of the strategy deployed in a task designed to map a specific ability than the usual assessment on the basis of only the level of performance. Manipulations expected to impair performance sometimes do not have that effect, probably because the level of performance alone can confound the assessment of the ability level if researchers ignore the strategy used. In a study with 1,872 participants, the authors applied the Spatial Orientation Dynamic Test-Revised (J. Santacreu, 1999) in single and dual task settings, identifying 3 different strategies. Strategy shifts were associated with the level of performance, as more apt individuals were more likely to shift to better strategies. Ignoring the strategies yields counterintuitive results that cannot be explained by simple, direct relations among the constructs involved.