Cognitive and Exemplary Modelling of Horizontality Representation on the                 Piagetian Water-level Task

Robert, Michèle; Chaperon, Helene

doi:10.1177/016502548901200403

Cited by 15 publications

(6 citation statements)

References 24 publications

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“…Likewise, the reasons for the lack of effect on the water level task are not readily available. Previous studies have found that men performed more accurately than women on very similar water level tasks (Kalichman, 1989; Robert & Chaperon, 1989; Wittig & Allen, 1984). In the present study, there was no sex difference with regard to deviations in degrees or with regard to the understanding of the underlying principle.…”

Section: Discussionmentioning

confidence: 89%

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Sex differences in episodic memory: The impact of verbal and visuospatial ability.

Herlitz¹,

Airaksinen²,

Nordström³

1999

Neuropsychology

158

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The impact of verbal and visuospatial ability on sex differences in episodic memory was investigated. One hundred men and 100 women, 2040 years old, participated in a series of verbal and visuospatial tasks. Episodic memory was assessed in tasks that, to a greater or lesser extent, were verbal or visuospatial in nature. Results showed that women excelled in verbal production tasks and that men performed at a superior level on a mental rotation task. In addition, women tended to perform at a higher level than men on most episodic memory tasks. Taken together, the results demonstrated that (a) women perform at a higher level than men on most verbal episodic memory tasks and on some episodic memory tasks with a visuospatial component, and (b) women's higher performance on episodic memory tasks cannot fully be explained by their superior performance on verbal production tasks.

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Section: Discussionmentioning

confidence: 89%

“…Water level task. Participants were randomly shown, on separate pieces of paper, eight bottles tipped in 45°, 90°, 135°, 180°, 225°, 270°, 315°, and 360° angles (Robert & Chaperon, 1989). The participants were asked to mark, by drawing a line, where the water level would be in an approximately half-filled bottle.…”

Section: Visuospatial Tasksmentioning

confidence: 99%

Sex differences in episodic memory: The impact of verbal and visuospatial ability.

Herlitz¹,

Airaksinen²,

Nordström³

1999

Neuropsychology

158

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“…In plumb-line tasks, such evidence is admittedly weak. On the one hand, the usual male lead has been obtained in the standard task (Dalke, 1988; Liben, 1978; Liben & Golbeck, 1984, 1986; Robert, 1989). Thus, due to the ambiguity of whether the vehicle was parked or moving, more women than men might have inferred that the cord and bulb were moving and did not represent them in the vertical orientation.…”

Section: Methodsmentioning

confidence: 99%

Gender differences in horizontality and verticality representation in relation to initial position of the stimuli.

Robert

Morin²

1993

Canadian Journal of Experimental Psychology / Revue canadienne

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Research on gender differences in the ability to represent horizontality in the water-level task has suggested that failure in some women may be connected with responding while envisioning the upright container as shifting to a tilted position and holding liquid in motion, rather than imagining that the container has reached the tilted position and holds still liquid. The present experiment attempted to eliminate such faulty conceptualization by solely presenting containers that had already reached a stable, tilted position. College students of both sexes were submitted either to the modified, static presentation of the water-level task or to the standard, dynamic format using both upright and tilted positions. The subjects were also submitted to corresponding plumb-line tasks requiring verticality representation. In addition, they rated the vividness of their movement imagery. Contrary to prediction, women's proficiency was not higher under the static format of the water-level and plumb-line tasks. However, as expected, men's achievement was independent from presentation format. Men surpassed women under both static and dynamic formats. Finally, performance was not correlated with movement imagery. Lack of a presentation effect on women's performance was attributed to the fact that a number of women presumed an element of motion when responding, even though stationary stimuli were shown.Resume En rapport avec la difference intersexes notee dans la reussite de la tache d'horizontalite des liquides, divers travaux suggerent que, chez certaines femmes, l'echec est relie au fait qu'au moment de produire leurs reponses elles visualisent un contenant en deplacement de la position verticale a la position inclinee et ou le liquide est en mouvement, plutot qu'un contenant d'emblee en position inclinee et ou le liquide est au repos. Le but de la presente experience est de contrer cette conceptualisation erronee en ne pr6sentant que des contenants deja stabilises en position inclinee. Des dtudiants de chaque sexe executent la tache d'horizontalite des liquides selon une telle presentation statique, ou selon la presentation dynamique habituelle ou positions verticale et inclinee se succedent. Les sujets completent des taches analogues faisant appel a la verticalite' du fil a plomb. Us evaluent 6galement la clart£ de leur imagerie cinetique. Contrairement a

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“…value for the difference between the treatment and control groups. (1987) Engelhardt (1987) Eraso (2007) Robert & Chaperon (1989): Overall Robert & Chaperon (1989): Control Robert & Chaperon (1989): Treatment Rosenfield (1985): Overall Rosenfield (1985): Control Rosenfield (1985): Treatment Rush & Moore (1991) Russell (1989): Overall Russell (1989): Control Russell (1989) …”

Section: (Appendices Continue)mentioning

confidence: 99%

The malleability of spatial skills: A meta-analysis of training studies.

Uttal¹,

Meadow²,

Tipton³

et al. 2013

Psychological Bulletin

1,438

1,203

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Having good spatial skills strongly predicts achievement and attainment in science, technology, engineering, and mathematics fields (e.g., Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, 2009). Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training and experience can improve these skills, we meta-analyzed 217 research studies investigating the magnitude, moderators, durability, and generalizability of training on spatial skills. After eliminating outliers, the average effect size (Hedges's g) for training relative to control was 0.47 (SE = 0.04). Training effects were stable and were not affected by delays between training and posttesting. Training also transferred to other spatial tasks that were not directly trained. We analyzed the effects of several moderators, including the presence and type of control groups, sex, age, and type of training. Additionally, we included a theoretically motivated typology of spatial skills that emphasizes 2 dimensions: intrinsic versus extrinsic and static versus dynamic (Newcombe & Shipley, in press). Finally, we consider the potential educational and policy implications of directly training spatial skills. Considered together, the results suggest that spatially enriched education could pay substantial dividends in increasing participation in mathematics, science, and engineering.

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Cognitive and Exemplary Modelling of Horizontality Representation on the Piagetian Water-level Task

Cited by 15 publications

References 24 publications

Sex differences in episodic memory: The impact of verbal and visuospatial ability.

Sex differences in episodic memory: The impact of verbal and visuospatial ability.

Gender differences in horizontality and verticality representation in relation to initial position of the stimuli.

The malleability of spatial skills: A meta-analysis of training studies.

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