The effects of feedback on the gender differences in the performance in a chronometric mental-rotation test

Rahe, Martina; Ruthsatz, Vera; Schürmann, Linda; Quaiser-Pohl, Claudia

doi:10.1080/20445911.2019.1621872

Cited by 8 publications

(9 citation statements)

References 31 publications

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“…For participants' confidence, males reported higher confidence scores than females but only in the condition without feedback. When participants got individual item-wise feedback, no gender differences in confidence appeared (Rahe et al, 2019).In a creativity task, gender differences in confidence did not disappear after positive or negative feedback (McCarty, 1986). Completing a mental-rotation test after manipulated confidence, Estes and Felker (2012) found main effects of gender and confidence but no interaction of both.…”

Section: Effects Of Feedbackmentioning

confidence: 85%

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Am I Right? The Effects of Feedback on the Performance in a Mental-Rotation Test in Children

2020

BJE

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Gender differences in paper-and-pencil mental-rotation tests are usually larger than in chronometric versions. Different task characteristics such as time constraints, number of items, or feedback could partly be responsible for these varying gender differences. In the present study, 40 male and 59 female fourth-grade children participated in a chronometric mental-rotation test. In the feedback condition, children got individual item-wise feedback while children in the nonfeedback condition got no feedback about their performance. For reaction time, boys outperformed girls and overall, children in the feedback condition reacted faster than children who got no feedback. On a closer look, only boys but not girls benefited from the feedback and gender differences in favour of boys appeared only in the feedback condition. Results indicate that feedback encouraged boys to solve the items faster while it made no difference for girls. For mental-rotation as a spatial task that is perceived as more male-stereotyped, boys could have been more confident in their own ability. The feedback could then have enhanced this confidence so that boys felt sure enough to react faster. It seemed that girls were not able to use the feedback to reduce their own uncertainty.

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Section: Effects Of Feedbackmentioning

confidence: 85%

“…In a mental-rotation study comparing participants with and without feedback, main effects of feedback condition for reaction time appeared only for females (Rahe, Ruthsatz, Schuermann, & Quaiser-Pohl, 2019). Females but not males reacted faster in the condition with feedback than without feedback.…”

Section: Effects Of Feedbackmentioning

confidence: 97%

Am I Right? The Effects of Feedback on the Performance in a Mental-Rotation Test in Children

2020

BJE

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“…Faster RTs were also found in males when compared to females 45 . Yet, when considering the error rates (ERs) gender differences may be more pronounced in some MRts 46 (the ERs can be found in the Supplementary Table S15 – S20 on line).…”

Section: Discussionmentioning

confidence: 99%

“…: MRts of same-different judgement between two stimuli, MRts of left–right judgement with a single stimulus). Such an approach might notably yield a more in-depth knowledge on gender differences, which might be more or less accentuated depending on the MRt type 46 .…”

Section: Discussionmentioning

confidence: 99%

Modelling response time in a mental rotation task by gender, physical activity, and task features

Fargier

Champely

Massarelli

et al. 2022

Sci Rep

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Mental rotation (MR) is a spatial skill considered to be a key-component of intellectual ability. Studies have suggested that the response time (RT) in a MR task (MRt) might be influenced, with possible gender differences, by the practice of a physical activity (PA) and depending on the plane, direction, degrees of the MR and the frame of reference to perform it. The present study aimed at examining the respective influences of all these variables on the RT by developing a linear mixed-effect model from the RTs varying according to the MR plane, direction, degrees and frame of reference. The MRt was performed by 96 males and females, all undergraduate students, distributed in three groups (sedentary subjects, artistic gymnasts, and futsal players). The results showed that only gender had a main effect (faster log RT in males), probably task-dependent. The other variables interacted among them showing that: (a) the log RT may be influenced by rotations experienced during PA, in particular during the locomotion on a horizontal ground and (b) such influence mainly depends on the compatibility of the physical rotations experienced with the plane and the degrees of the MRt.

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“…For example, participants performed better on a harder version of a mental rotation task when they completed an easier version first, suggesting that prior success enhances subsequent performance (Rahe et al, 2019). In children (fourth-graders), Rahe and Quaiser-Pohl (2020) found that feedback enhanced subsequent performance; specifically, reaction times were faster following a feedback condition, although this effect was significant only in boys. More research will be needed to test how prior experiences, including feedback conditions, affect subsequent anxiety in adults and children and whether changes in performance are the result of spatial anxiety per se, given that performance could instead reflect changes in motivation or other psychological factors (e.g., confidence).…”

Section: Gender Differences In Spatial Anxietymentioning

confidence: 95%

The Impacts of Anxiety and Motivation on Spatial Performance: Implications for Gender Differences in Mental Rotation and Navigation

Lourenco

Liu

2023

Curr Dir Psychol Sci

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Despite extensive research on gender differences in spatial cognition, the potential roles of affective and situational factors in accounting for these differences remain relatively understudied. Here, we discuss the impacts of spatial anxiety and motivation in mental rotation and navigation tasks, particularly their roles in explaining the gender performance gaps. We highlight the distinction between approach and avoidance motivation, as well as interactions between anxiety and motivation. Attention, working memory, and response strategy are discussed as mechanisms by which anxiety and motivation may affect performance on spatial tasks. Implications for a broader approach that also considers other psychological variables, such as confidence, are discussed.

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The effects of feedback on the gender differences in the performance in a chronometric mental-rotation test

Cited by 8 publications

References 31 publications

Am I Right? The Effects of Feedback on the Performance in a Mental-Rotation Test in Children

Am I Right? The Effects of Feedback on the Performance in a Mental-Rotation Test in Children

Modelling response time in a mental rotation task by gender, physical activity, and task features

The Impacts of Anxiety and Motivation on Spatial Performance: Implications for Gender Differences in Mental Rotation and Navigation

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