Spatial ability and throwing accuracy

Jardine, R; Martin, N.G.

doi:10.1007/bf01065771

Cited by 60 publications

(31 citation statements)

References 23 publications

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“…More important, throwing accuracy is associated with 3dimensional spatial abilities (Kolakowski & Malina 1974) and males are more accurate at hitting targets than are females (e.g., Jardine & Martin 1983). Furthermore, two of the largest sex differences, favoring males, that have been identified are throwing distance and throwing velocity (Thomas & French 1985).…”

Section: Proceouralcompetenclesmentioning

confidence: 99%

Sexual selection and sex differences in spatial cognition

Geary

1995

Learning and Individual Differences

151

100

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It is argued that a reliable and substantive sex difference, favoring males, exists in dynamic forms of spatial cognition, in particular, in the ability to mentally manipulate 3-d imensional representations of astir, track movement in 3-dimensional space, navigate, and in terms of an implicit understanding of Euclidean features of physical space. It is proposed that these sex differences arise from the greater elaboration of the neurocognitive systems that have evolved for navigating and tracking movement in the 3-dimensional universe in males than in females. An evolutionary model of these sex diffenmces is specified and examined in terms of the pattern of sex differences in navigational abiities that is evident across mammalian species, as well as in terms of ~~~ol~, horm&wl, and developmental patterns.

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Section: Proceouralcompetenclesmentioning

confidence: 99%

Sexual selection and sex differences in spatial cognition

Geary

1995

Learning and Individual Differences

151

100

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“…It has been shown to elicit a sex difference [31] as well as to have a moderate positive correlation to other tasks of mental rotation [32]. Participants were allotted 3 min to mentally rotate 21 test items.…”

Section: Participants and Methodsmentioning

confidence: 99%

Cognitive Outcome in Adult Women Affected by Congenital Adrenal Hyperplasia due to 21-Hydroxylase Deficiency

et al. 2006

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Background: Some research suggests that girls with congenital adrenal hyperplasia (CAH), who are exposed to higher than normal levels of prenatal androgens, perform better on spatial tasks, worse on verbal tasks and have a greater incidence of left-handedness than unaffected controls, all of which suggests the development of a more male-typical cognitive pattern. However, research in all three areas has produced inconsistent findings. Objectives: To determine if prenatal androgen exposure has an organizing effect on female cognitive development and to what extent. Methods: 24 women, 21–71 years, with either the salt-losing (SL) or simple virilizing (SV) forms of CAH due to 21-hydroxylase deficiency, and 18 controls, 21–73 years, who were unaffected female relatives or women with polycystic ovary syndrome, were assessed with IQ, handedness, executive function, verbal learning and memory, non-verbal learning and memory, perceptual speed, visuospatial processing and visuomotor ability measures. The battery included tests known to elicit sex differences and control measures. Results: The findings did not support the hypothesis that women with CAH develop a more male-typical cognitive pattern. Conclusion: This study differs from others in the older age of its participants, grouping by SL/SV diagnosis and assessment of medical treatment and compliance as determined through hormone assays. Our findings provide additional support for the conclusion that, in adult women with CAH, previous prenatal androgen exposure does not enhance spatial abilities, impair verbal abilities nor alter hand preferences in a long-lasting way.

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“…Isso nos remete a uma discussão teórica, uma vez que existe a concepção de que há uma superioridade masculina nos testes de habilidade espacial, enquanto que as mulheres possuem vantagem nas tarefas relacionadas à habilidade verbal (Hogan, 2006;Jardine & Martin, 1983). No SON-R 2½-7[a] não há subtestes verbais, mas a escala de raciocínio possui similaridades com a escala de processamento verbal (ambas avaliam raciocínio abstrato) e a escala de execução exige predominantemente o raciocínio espacial, o que condiz com a literatura e não necessariamente sugere impacto.…”

Section: Discussionunclassified

“…O fato de os meninos obterem um percentual de acerto maior em testes de raciocínio espacial do que meninas pode indicar DIF no teste ou uma maior habilidade dos meninos nesse tipo de tarefa (Hogan, 2006;Jardine & Martin, 1983).…”

Section: Funcionamento Diferencial Do Item (Dif)unclassified

Funcionamento diferencial dos itens do teste não-verbal de inteligência SON-R 2½-7[a]

Karino

Laros

Jesus

2012

Psic.: Teor. e Pesq.

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RESUMO -A presença de uma quantidade considerável de itens com funcionamento diferencial (DIF) pode tornar um teste menos válido. Assim, este estudo investigou a existência de DIF no teste de inteligência . O teste é a versão abreviada do SON-R 2½-7, normatizado e validado em vários países da Europa. Os dados de 1.200 crianças da normatização brasileira foram utilizados para identificar a presença de DIF em relação à gênero e região, usando o método da TRI. Os resultados indicaram que, de um total de 60 itens, 5 itens apresentaram DIF entre os sexos e 13 itens apresentaram DIF entre as regiões. Conclui-se que há adequabilidade da maioria dos itens, o que viabiliza o uso do SON-R 2½-7[a] em contexto nacional.Palavras-chave: DIF, SON-R 2½-7[a], teste de inteligência. Differential Item Functioning of the SON-R 2½-7[a] Non-Verbal Intelligence TestABSTRACT -The presence of a considerable amount of items with differential functioning can make a test less valid. Therefore, the existence of Differential Item Functioning (DIF) in the intelligence test SON-R 2½-7[a] was investigated. This is the abridged edition of the SON-R 2½-7 with normatization and validation studies realized in various European countries. The data of the Brazilian normatization sample of 1,200 children were used to verify the presence of DIF in relation to gender and region using the IRT method. Of a total of 60 items, 5 items were indicated as having DIF for gender and 13 items as having DIF between regions. It was concluded that the majority of the items were adequate, which makes the use of the test feasible in a national context. Em certa avaliação de inteligência de uma criança de 7 anos, residente na periferia de Brasília, a psicóloga pergunta: "O que você faria se encontrasse uma bolsa ou carteira de alguém em uma loja?". A criança responde: "procurava o telefone para ..., (pausa pensando), quer dizer eu pegava o dinheiro e as coisas para mim". KeywordsO exemplo apresentado refere-se a um item do subteste Compreensão do teste WISC-III (Wechsler, 2002). A criança recebeu uma pontuação zero, pois se esperava uma resposta que mostrasse o intuito dela devolver o pertence ao dono (2 pontos) ou de procurar identificar o dono (1 ponto). Contudo, pode-se questionar o quanto o item realmente mensurou inteligência. A resposta pode não estar de acordo com os padrões desejáveis da sociedade, mas está de acordo com a realidade e educação recebida pela criança. Sua resposta é coerente, apresenta adequado raciocínio lógico e verbal. Por que então atribuir zero à resposta? Essa é uma das fortes críticas que têm sido feitas aos testes tradicionais de inteligência.De acordo com alguns autores (Weiss, 1982;Thorndike, Hagen & Sattler, 1986;Tellegen & Laros, 2004), os testes de inteligência geral, como o Stanford-Binet e os testes de inteligência Wechsler, focam mais na inteligência adquirida ao longo de um processo formal de aprendizagem, denominada inteligência cristalizada. Com isso, grupos sociais que não tiveram acesso às mesmas condições de aprendizagem pode...

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Spatial ability and throwing accuracy

Cited by 60 publications

References 23 publications

Sexual selection and sex differences in spatial cognition

Sexual selection and sex differences in spatial cognition

Cognitive Outcome in Adult Women Affected by Congenital Adrenal Hyperplasia due to 21-Hydroxylase Deficiency

Funcionamento diferencial dos itens do teste não-verbal de inteligência SON-R 2½-7[a]

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