Gender Differences in Spatial Ability of Young Children: The Effects of Training and Processing Strategies
Version of Record online: 14 SEP 2010
© 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.
Volume 81, Issue 5, pages 1417–1430, September/October 2010
How to Cite
Tzuriel, D. and Egozi, G. (2010), Gender Differences in Spatial Ability of Young Children: The Effects of Training and Processing Strategies. Child Development, 81: 1417–1430. doi: 10.1111/j.1467-8624.2010.01482.x
- Issue online: 14 SEP 2010
- Version of Record online: 14 SEP 2010
A sample of 116 children (M = 6 years 7 months) in Grade 1 was randomly assigned to experimental (n = 60) and control (n = 56) groups, with equal numbers of boys and girls in each group. The experimental group received a program aimed at improving representation and transformation of visuospatial information, whereas the control group received a substitute program. All children were administered mental rotation tests before and after an intervention program and a Global–Local Processing Strategies test before the intervention. The results revealed that initial gender differences in spatial ability disappeared following treatment in the experimental but not in the control group. Gender differences were moderated by strategies used to process visuospatial information. Intervention and processing strategies were essential in reducing gender differences in spatial abilities.