Gender Differences in Spatial Ability of Young Children: The Effects of Training and Processing Strategies

Tzuriel, David; Egozi, Gila

doi:10.1111/j.1467-8624.2010.01482.x

Cited by 141 publications

(106 citation statements)

References 52 publications

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“…Previous data from studies indicates usually boys' supremacy. (see Tzuriel & Egozi, 2010). 5) The research confirmed previous observations (see Polański & DurajNowakową, 1978;Loewenstein & Gentner, 2005;Pruden, Levine & Huttenlocher, 2011)that the children whose spatial competence is better developed are usually also characterized by a better vocabulary (in our case it was connected with using more spatial expressions and the skill of producing a fortunate text).…”

Section: Conclusion From the Researchsupporting

confidence: 88%

Relations between the children's spatial thinking and their linguistic and communicative skills

Guzy¹,

Niesporek-Szamburska²

2014

L1 Educational Studies in Language and Literature

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In this review we attempt to indicate the relations between the level of children's spatial thinking and their linguistic skills (producing texts, connected with a description of a picture and giving oral instructions). After introducing theoretical findings connected with the development of competences we present our own research among children aged 5-10. To show the dependencies between the spatial and linguistic competence of the children we conducted two quasi-experiments. The first task for the children involved producing a description of the arrangement of bricks presented in a picture. In the second one the children were to produce oral instructions which allowed the interlocutor to build an arrangement of Lego bricks (dynamic system). In results there are shown the analysis of the linguistic expressions used by the pupils to describe the spatial relations in the static description and analysis of the noticed dependencies between the spatial and the linguistic (text-creating) competences. The same order is provided during the analysis of the texts produced by children giving instructions in a dynamic situation. Conclusions from the conducted research confirm the existence of significant dependencies between the spatial competence and the linguistic skill (including creating texts) of children.

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Section: Conclusion From the Researchsupporting

confidence: 88%

Relations between the children's spatial thinking and their linguistic and communicative skills

Guzy¹,

Niesporek-Szamburska²

2014

L1 Educational Studies in Language and Literature

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“…Critically, there is evidence that spatial skills can be improved through training (Terlecki, Newcombe, & Little, 2008;Uttal et al, 2013;Wright, Thompson, Ganis, Newcombe, & Kosslyn, 2008). A recent study with first-grade students demonstrated that gender differences in spatial skills can be eliminated through a carefully designed intervention aimed at improving the ability to represent and transform visuospatial information (Tzuriel & Egozi, 2010). Thus, even if biology plays a role in explaining gender differences in this cognitive domain, educators can capitalize on the malleability of spatial skills to improve students' ability to apply such skills to problem solving in STEM disciplines.…”

Section: Discussionmentioning

confidence: 98%

Spatial Ability Mediates the Gender Difference in Middle School Students' Science Performance

2014

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Prior research has demonstrated a male advantage in spatial skills and science achievement. The present research integrated these findings by testing the potential role of spatial skills in gender differences in the science performance of eighth-grade students (13-15 years old). In (N = 113), the findings showed that mental rotation ability mediated gender differences in physical science and technology/engineering test scores. In (N = 73,245), science performance was examined in a state population of eighth-grade students. As in , the results revealed larger gender differences on items that showed higher correlations with mental rotation. These findings underscore the importance of considering spatial training interventions aimed at reducing gender differences in the science performance of school-aged children.

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“…Further support to this conclusion it is also provided by a test of significance of difference between the mean science achievement scores of the four groups of father occupation as given in the table (3).…”

Section: : Relationship Between T V Watching and Achievement In Scmentioning

confidence: 83%

Effect of Gender, T.V.watching, Father Occupation and Science Resources available at home on Science Achievement of Secondary School Students of Central U.P.

Singh¹,

Imam²

2014

IOSRJHSS

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Gender Differences in Spatial Ability of Young Children: The Effects of Training and Processing Strategies

Cited by 141 publications

References 52 publications

Relations between the children's spatial thinking and their linguistic and communicative skills

Relations between the children's spatial thinking and their linguistic and communicative skills

Spatial Ability Mediates the Gender Difference in Middle School Students' Science Performance

Effect of Gender, T.V.watching, Father Occupation and Science Resources available at home on Science Achievement of Secondary School Students of Central U.P.

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