Girls' spatial abilities: Charting the contributions of experiences and attitudes in different academic groups

Quaiser-Pohl, Claudia; Lehmann, Wolfgang

doi:10.1348/000709902158874

Cited by 88 publications

(53 citation statements)

References 49 publications

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“…As shown in this study, the more experienced students had a higher spatial ability, but it is difficult to be sure if this is cause or effect. It is known that high spatial ability predisposes individuals to a choice of spatial subjects (such as engineering) and careers (such as architecture; Quaiser-Pohl & Lehmann, 2002;Smith, 1992). Consequently, it is possible that students with high spatial ability are choosing programming as an option because this skill allows them to excel.…”

Section: Discussionmentioning

confidence: 99%

Spatial Ability and Learning to Program

Jones¹,

Burnett²

2008

Human Technology

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Section: Discussionmentioning

confidence: 99%

Spatial Ability and Learning to Program

Jones¹,

Burnett²

2008

Human Technology

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“…This is of some concern, especially as there is evidence of gender differences in spatial reasoning ability, with females appearing to under-perform in certain measures such as mental rotation [5,6], these gender differences being detected in children as young as 4.5 years old [7]. Some researchers believe that mental rotation is a measure of a general spatial reasoning ability [8], and that this ability is a predictor of future subject choices (such as engineering) and careers (such as architecture and piloting aircraft) [2,9]. There is a growing recognition of the importance of testing for spatial ability, not just as a means for tailoring teaching methods, but also for improving these skills in the poor performers [2].…”

Section: Introductionmentioning

confidence: 99%

Give the girls a chance: should spatial skills training be incorporated into the curriculum?

Jones¹,

Burnett²

2006

WIT Transactions on Information and Communication Technologies, Vol 36

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Recently, tests for spatial reasoning skills were introduced in the UK for young children. However, effort is still directed at improving reading and mathematics, with no defined inclusion of spatial skills training in the curriculum. This is a cause for concern given that spatial skills are important for a range of ICT-related activities-for example, navigating Web sites. Furthermore, such abilities have implications for future subject and career choices. There are well-documented individual differences in spatial skills, with gender being one of the most studied. The current study aimed to determine if short-term training with online 2-D or 3-D spatial puzzles resulted in a greater increase in spatial skills compared to a control group trained with word puzzles. The study, involving 168 children between the ages of 6 and 11 years, investigated the impact of the dimensionality of puzzles, as well as gender, age and starting spatial score. Additionally, the children were questioned on the length of time they spent on computers, and their preferred computer-related pastimes. The results showed a trend for higher spatial scores after training with spatial puzzles compared to the control group, although these results did not reach statistical significance. Younger children demonstrated a greater increase than older children, this age trend being greater amongst the females. Those with lower starting spatial scores showed a significantly greater increase in spatial scores after training. As expected, males reported playing computer games more frequently than females. Furthermore, there was evidence that children with higher spatial scores were actively choosing to play computer games more than other ICT pastimes such as emailing. Based on these findings, a provisional recommendation is made that spatial skills training should be incorporated into the curriculum.

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“…However, recent studies indicate that gender differences are neither test-independent, nor appear among all age groups (QUAISER-POHL & LEHMANN 2002;NEUBURGER et al 2011). HEIL et al (2012 indeed demonstrate that the performance of mental rotation is influenced by the stereotype thread (cf.…”

Section: Introduction -Gender and Spatially Related Abilitiesmentioning

confidence: 99%

“…For instance, many women tend to use points of interest for orientation, whereas men prefer to memorize paths; women more often use egocentric (subjective), and men allocentric (overview) orientation strategies (LAMPLMAYR & KRYSPIN-EXNER 2011). There is an ongoing discussion about the reasons for these distinctions, where arguments range from biological determination (sex), to socialization-focused (gender) explanations (QUAISER-POHL & LEHMANN 2002). Nevertheless, poststructuralist feminist theories reveal the dichotomous system of sex specific abilities as socially constructed itself (BUTLER 1990).…”

Section: Introduction -Gender and Spatially Related Abilitiesmentioning

confidence: 99%

Gender-biased Appropriation of Space?

Gross¹,

Gryl²

2015

giforum

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Several studies indicate gender differences in spatial orientation, map reading, and the way people appropriate spaces for everyday action. Thereby, the most important factor of gender differences in spatially related abilities is socialization. Gender roles and differences are already present in primary school age, and gender differences in the appropriation of space may lead to unequal chances of societal participation. Therefore, it is worth drawing a focus on gender-biased education in primary geography learning. This study examines potential gender differences in primary school with subjective cartography, respectively mapping of children's everyday spaces.

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Girls' spatial abilities: Charting the contributions of experiences and attitudes in different academic groups

Abstract: Compared to males, females' spatial abilities are extremely vulnerable to and thus modifiable through attitudinal and experiential factors. This has considerable consequences for intervention programmes that could help to overcome the gender gap in spatial abilities.

Cited by 88 publications

References 49 publications

Spatial Ability and Learning to Program

Spatial Ability and Learning to Program

Give the girls a chance: should spatial skills training be incorporated into the curriculum?

Gender-biased Appropriation of Space?

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