Different practice effects for males and females by psychometric and chronometric mental-rotation tests

Rahe, Martina; Ruthsatz, Vera; Jansen, Petra; Quaiser-Pohl, Claudia

doi:10.1080/20445911.2018.1561702

Cited by 12 publications

(10 citation statements)

References 35 publications

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“…Additionally, the improvement over time at all angles did not differ by side, which leads us to the assumption, that the same mental transformation processes are used on both sides. This is also supported by the lower reaction times of participants with previous experience with the two-figure layout, although learning effects are not fully understood (Heil, Rösler, Link, & Bajric, 1998;Rahe, Ruthsatz, Jansen, & Quaiser-Pohl, 2019;Uttal et al, 2013).…”

Section: Discussionmentioning

confidence: 96%

A novel approach to analyzing all trials in chronometric mental rotation and description of a flexible extended library of stimuli

Jost

Jansen

2020

Spatial Cognition & Computation

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A novel approach to analyzing mirrored stimuli in chronometric mental rotation and description of a flexible extended library of stimuli Mirrored stimuli in chronometric mental rotation tests cannot be rotated into congruence and are typically discarded from analysis. We present a novel design using three figures, such that congruence is achieved for all stimuli. For design construction, we consider the geometrical properties of rotation and mirroring.We have experimentally tested the approach with forty-one German sport students.Results analyzed with linear mixed modeling show small differences but are comparable to the classical two-figure design. Based on our findings we suggest our new layout for future chronometric mental rotation. This will improve analysis of accuracies while increasing power.Moreover, we present a database of cube figures and code for flexible generation of stimuli, which we make available on GitHub at

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Section: Discussionmentioning

confidence: 96%

A novel approach to analyzing all trials in chronometric mental rotation and description of a flexible extended library of stimuli

Jost

Jansen

2020

Spatial Cognition & Computation

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“…However, it is clear that time constraint is one critical factor in MR tasks that will usually amplify the size of the sex/gender difference. Notably, chronometric MR tests, which measure reaction time when identifying whether an object is a rotated or mirrored version of another without a time limit, do not tend to show sex/gender differences (Rahe et al 2019).…”

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confidence: 99%

Spatial anxiety and self-confidence mediate sex/gender differences in mental rotation

Arrighi

Hausmann

2022

Learn. Mem.

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A recent meta-synthesis study with a sample of >12 million participants revealed that the male advantage in mental rotation (MR) is the largest cognitive sex/gender difference found in psychological literature. MR requires test takers to mentally rotate three-dimensional cubic figures under time restrictions. Previous studies have investigated how biological and social factors contribute to cognitive sex/gender differences in tasks of this type. Spatial anxiety and self-confidence in MR tasks have received less attention. The present study investigated the contribution of these psychological factors to sex/gender differences in MR performance. Participants (n = 269) completed two MR tasks that differed in task difficulty. Participants also indicated their self-confidence (for each item) and spatial anxiety. The results revealed that pronounced sex/gender differences in spatial anxiety and self-confidence mediate sex/gender in MR performance, especially when task demands are high. The current findings suggest that task-irrelevant factors that are not spatial cognitive in nature contribute largely to the well-known medium to large sex/gender differences in MR. Future studies should further explore mechanisms underlying cognitive sex/gender differences within a biopsychosocial approach.

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“…In fact, previous research showed that, in general, female students benefited more than male students from practicing with feedback, resulting in more gains in spatial ability development (Narciss et al, 2014). Moreover, the reaction time of females improved after receiving feedback, as it seemed to make them feel more confident about their skills and answers (Rahe et al, 2019). Therefore, practicing with feedback might translate into a motivational strategy that reduces the gender gap by improving women's performance in spatial tasks (Kass et al, 1998).…”

Section: Addressing Gender Differences Through Spatial Interventionsmentioning

confidence: 99%

Fostering spatial ability development in and for authentic STEM learning

et al. 2023

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Empirical interdisciplinary research has explored the role of spatial ability in STEM learning and achievement. While most of this research indicates that fostering spatial thinking in educational contexts has the potential to positively impact students’ enrollment and performance in STEM subjects, there is less agreement on the best approach to do so. This article provides an overview of various types of effective spatial interventions and practices in formal or informal educational contexts, including targeted training of STEM-relevant spatial skills, spatialized curricula embedded in schools, integrated STEM practices addressing students’ use of spatial skills, and spatial activities in informal STEM education. Gender and socio-economic status of students – two variables that have been found to moderate the relationship between students’ spatial ability and their STEM performance – are also discussed in this article. Drawing on a wide spectrum of perspectives on situating spatial ability research in STEM education contexts, this article underscores the need for further inquiry into opportunities for developing K-12 students’ spatial ability through integrated and informal STEM practices. This article proposes a conjecture that the relationship between developing students’ spatial ability and enhancing their abilities to solve spatially complex STEM problems is bidirectional. Recommendations for future research are made on lingering questions about the effect of interventions, untapped resources for spatial ability training in formal and informal STEM education, and educational strategies for developing students’ spatial ability in authentic learning environments.

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Different practice effects for males and females by psychometric and chronometric mental-rotation tests

Cited by 12 publications

References 35 publications

A novel approach to analyzing all trials in chronometric mental rotation and description of a flexible extended library of stimuli

A novel approach to analyzing all trials in chronometric mental rotation and description of a flexible extended library of stimuli

Spatial anxiety and self-confidence mediate sex/gender differences in mental rotation

Fostering spatial ability development in and for authentic STEM learning

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