Adult Perception of the Horizontal

Rebelsky, Freda

doi:10.2466/pms.1964.19.2.371

Cited by 68 publications

(32 citation statements)

References 1 publication

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“…During scoring, the experimenters were blind as to the subjects' gender. Both the water-level and the horizontal tasks were scored using the customary water-level criterion (Rebelsky, 1964) requiring deviations of 5°or less for success in adults. Under visual conditions, some incorrect responses are expected from subjects considered to have mastered the water-level task (Wittig & Allen, 1984); therefore, successful subjects here were defined as those who produced at least three correct answers out of four.…”

Section: Resultsmentioning

confidence: 99%

Absence of a gender difference in a haptic version of the water-level task

Berthiaume

Robert

St-Onge

et al. 1993

Bull. Psychon. Soc.

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The present experiment studied horizontality representation among men and women submitted to a haptic version of the water-level task. Without seeing the display, the subjects positioned a magnetic rod corresponding to the water line. It was found that the women performed as well as the men did, in contrast to the systematic male superiority under the standard visual version. Similarly, there was no gender effect when the subjects were instructed to set the rod horizontally in tilted containers. The absence of misleading visual information and the beneficial contribution of salient proprioceptive cues through haptic activity were suggested as possible determinants for the canceling of typical gender differences.

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Section: Resultsmentioning

confidence: 99%

Absence of a gender difference in a haptic version of the water-level task

Berthiaume

Robert

St-Onge

et al. 1993

Bull. Psychon. Soc.

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“…To test this notion, they asked children to indicate the position of water and plumb lines under stimulus conditions that provided conflicting (nonparallel or nonorthogonal) alternative frames of reference, as when the water line needed to be drawn in a tilted bottle. The original description of the task and data seemed to imply that children would master this understanding by the age of 9 or 10, and thus investigators were surprised when reports began appearing showing that many adults had serious difficulty on the task and that women were disproportionately evidencing difficulty (Liben, 1978;Rebelsky, 1964;Thomas, Jamison, & Hummel, 1973).…”

Section: Group Differencesmentioning

confidence: 99%

Education for Spatial Thinking

Liben

2007

Handbook of Child Psychology

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“…Lines that did not deviate from the horizontal by more than 58 were accepted. Considering that such a criterion is customarily used with adults (Rebelsky, 1964) but that in younger participants motoric control might not be fully attained, the more lenient criterion of 108 (e.g. Liben and Golbeck, 1980) was also applied.…”

Section: Visuo-spatial Abilitiesmentioning

confidence: 99%

Visuo‐spatial play experience: forerunner of visuo‐spatial achievement in preadolescent and adolescent boys and girls?

Robert

Héroux

2003

Infant and Child Development

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This cross-sectional study explored whether participation, from early childhood, in play involving different cognitive abilities predicts visuo-spatial achievement at ages 9, 12, and 15. Based on parental assessment, prior and present practice of spatial manipulation play was found to be consistently more frequent in boys than in girls; the reverse held true for verbal expression play. Whereas boys did not significantly outperform girls in three visuo-spatial tasks, girls were superior on a contrastive vocabulary task. In general, with IQ statistically controlled, regression analyses showed that estimated past and present spatial manipulation play predicted both genders' proficiency in the waterlevel task and Embedded Figures Test, as did mothers' socioeconomic status for Block Design performance. Contrastingly, a negative relation was established between spatial manipulation play and vocabulary scores. Similar to the activity-ability association often identified among adults, the relation established here between spatial play experience and visuo-spatial ability was only modest. Further research should aim at more definitive conclusions through augmenting both diversity in the visuo-spatial skills measured and sophistication in play behaviour appraisal. Copyright # 2003 John Wiley & Sons, Ltd.Key words: visuo-spatial ability; play; preadolescents; adolescents Play behaviour is relatively easy to recognize. It is mainly intrinsically motivated; at least in children, it involves overt actions as opposed to daydreaming; and it focuses on means or process, rather than ends or product (Harr! e e and Lamb, 1983;Johnson et al., 1987;Rubin et al., 1983). However, its content generally differs according to the children's gender. In fact, from their meta-analysis on whether

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Adult Perception of the Horizontal

Cited by 68 publications

References 1 publication

Absence of a gender difference in a haptic version of the water-level task

Absence of a gender difference in a haptic version of the water-level task

Education for Spatial Thinking

Visuo‐spatial play experience: forerunner of visuo‐spatial achievement in preadolescent and adolescent boys and girls?

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