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Sex differences and practice effects on two visual-spatial tasks.

B J Kaplan, F B Weisberg

Perceptual and Motor Skills

|February 1, 1987

Summary

Visual-spatial skills in children are not fixed and can be improved with practice. Performance is influenced by grade level, testing time, and task type, suggesting potential for development in both boys and girls.

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Area of Science:

Cognitive Psychology
Developmental Psychology
Educational Psychology

Background:

Assumptions of inherent sex differences in visual-spatial abilities persist.
Previous research suggested visual-spatial task performance is resistant to modification.

Purpose of the Study:

To investigate the influence of grade level, testing time, and task type on visual-spatial performance in children.
To examine whether limited feedback impacts visual-spatial task performance.
To explore potential differences in the development and asymptote of visual-spatial skills between genders.

Main Methods:

A pretest-posttest design was employed with 110 third and fifth graders.
Participants were assessed on embedded and successive figures tasks.
Half of the children received limited feedback between testing sessions.

Main Results:

Significant effects of grade level, time of testing, and task type on visual-spatial performance were observed.
The study indicated that visual-spatial skills are modifiable, challenging prior assumptions.
Performance variations suggest developmental trajectories influenced by educational and temporal factors.

Conclusions:

Visual-spatial abilities in children are malleable and influenced by multiple factors.
Further research is needed to determine the impact of practice amount on skill acquisition for both sexes.
Investigating the asymptote of visual-spatial tasks across genders is warranted.

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