Examined whether variations in performance of (n=396) engineering students on a measure of spatial visualization were related to prior spatial experiences and to the developmental period when the prior experiences occurred. One finding revealed nonacademic activities seemed to have the most positive significant relationship to spatial…

Plomin and Foch's conclusion that sex differences in cognition account for very little of the total variability in test scores is challenged by demonstrating that on a complex test of spatial visualization the difference between males and females accounts for a quite substantial portion of variability. (Author)

Two psychometric tests measuring mental rotation (MR) and visualization (VZ) were administered to 209 male and 390 female high school seniors. Results clearly indicate that MR is a plausible mediator variable for sex differences in VZ when such differences do exist. Theoretical, methodological, and practical consequences of these results are…

When adult versions of tests of spatial ability were modified and administered to 94 boys and 99 girls in Norway, results indicated that spatial ability is a more unified trait in boys than in girls, in whom spatial abilities are more heterogeneously organized. (SLD)

Research shows that young children are able to draw simple maps of their neighborhoods and to recognize features on aerial photographs. Among younger children there is little difference between the mapping ability of boys and girls, but as they grow older, boys consistently perform better in map drawing and map reading. (Author/SK)

Investigated differences in performance between sexes on a spatial visualization task constructing pentaminos and whether supplying clues to the learner to guide would be a factor in performance. Concluded that males were more adept at identifying the shapes than females. (YP)

A study involving 477 female and 501 male fifth through eighth graders was conducted to investigate the differences in spatial visualization abilities and effects of instruction on spatial visualization skills of students by grade and sex. Instruction in visualization proved effective across grade and sex; retention of effects persisted after one…

Reports a study designed to investigate the effects of gender upon the acquisition of spatial and environmental skills among primary grade children. Results showed boys performed better on complex tasks and lend support to those who argue that more extensive movements of boys through the environment leads to superior spatial ability. (Author/JDH)

Describes a study that attempted to determine whether males and females differ in their ways of solving industrial arts psychomotor assembly tasks. Results support the theory that there is a realistic difference in the way males and females think when solving psychomotor tasks. (NRJ)

Sex differences in speed of solving mental rotation problems were replicated but college men and women were alike in frequency of use of algorithms to solve problems. The most frequent algorithm involved encoding stimuli in working memory, mental rotation of one to orientation of the other, comparison, and response. (Author/RD)

Two spatial visualization tests were administered to 142 students before and after two years of college study. Students majoring in the humanities and social sciences improved less than those majoring in mathematics and the physical sciences. Female physical science majors improved more than male physical science majors. (Author/RD)

Finds significant differences for males and females on the "Mental Rotation Test" within and across trials, but does not show a differential response to training and practice by females, as was hypothesized. (RL)

Comparison of the mental rotation skill of mathematically talented male (n=152) and female (n=143) high school juniors under both timed and extended time conditions showed higher performance by males under both conditions, but the male advantage decreased substantially when the effect of time was minimized. (Author/DB)

Investigated a set of photographs taken of each subject and self-rated for extent to which each resembled their imagined prototype of "real-self." The findings support the hypothesis of the availability of a memory image schema--the self functions as a cognitive prototype with imaginal and verbal characteristics. (Author/RC)

Examines the effect of verbalization on the formation and retention of mental images in children in kindergarten, first, and fifth grades. Reports no self-generated verbalization effect with gender or ability level and no retention effect. (Author)