Sex Differences in Self-Assessed, Everyday Spatial Abilities

1982 ◽  
Vol 55 (1) ◽  
pp. 200-202 ◽  
Author(s):  
Patricia W. Lunneborg
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Social Influence ◽  
Spatial Ability ◽  
Spatial Abilities ◽  
Gender And Age ◽  
Spatial Performance ◽  
Male College ◽  
Self Assessments ◽  
Critical Social

397 female and 383 male college students assessed themselves on six everyday spatial abilities relative to others of the same gender and age. Males consistently judged themselves to have significantly greater spatial ability than females. Differential participation in sports is tentatively suggested as a critical social influence affecting not only putative spatial performance but even within-gender self-assessments of commonplace activities using spatial ability.

Sex Differences in Self-Assessed, Everyday Spatial Abilities: Differential Practice or Self-Esteem?

1984 ◽  
Vol 58 (1) ◽  
pp. 213-214 ◽  
Author(s):  
Patricia W. Lunneborg
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Self Esteem ◽  
Spatial Abilities ◽  
Strong Correlations ◽  
Gender And Age ◽  
Spatial Performance ◽  
Male College ◽  
Same Gender ◽  
Male College Students

358 female and 203 male college students compared themselves to others of the same gender and age on 10 everyday spatial abilities, also indicating for each ability the time spent per week in practice. Men's higher ratings for eight abilities were accompanied by greater practice on four. This finding, given equally strong correlations within each sex between rated ability and practice, lends more support to a hypothesis of differential practice between the sexes than differential self-esteem to account for sex differences in spatial performance.

Contribution of Sex-Differentiated Experiences to Spatial and Mechanical Reasoning Abilities

1984 ◽  
Vol 59 (1) ◽  
pp. 107-113 ◽  
Author(s):  
Clifford E. Lunneborg ◽  
Patricia W. Lunneborg
Keyword(s):  
College Students ◽  
Spatial Ability ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
First Year ◽  
Strongly Correlated ◽  
First Year College ◽  
Reasoning Abilities ◽  
Mechanical Reasoning ◽  
First Year College Students

For 137 women and 115 men first-year college students tested spatial visualization and mechanical reasoning were most strongly correlated with four everyday spatial abilities—understanding mathematics/science and graphs/charts, drafting and drawing things, and arranging objects. Despite greater practice on only 2 of 10 activities, men uniformly judged they had significantly better spatial ability compared to their same-gender peers than did the women.

Field Articulation, Sex, Spatial Visualization, Dependency, Practice, Laterality of the Brain and Birth Order

1974 ◽  
Vol 38 (3_suppl) ◽  
pp. 1223-1235 ◽  
Author(s):  
Julia A. Sherman
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Birth Order ◽  
Left Hemisphere ◽  
Spatial Visualization ◽  
Spatial Function ◽  
Male College ◽  
The Right ◽  
The Brain ◽  
Rod And Frame

Among 25 female and 25 male college students, field-articulation measures correlated with spatial visualization (. −69 to .79) ( P ≤ .05) but not consistently with each other or measures of dependency. Practice significantly affected Rod-and-frame performance for both sexes ( p ≤ .01), but no sex differences were found on measures of field articulation or dependency. Males' mean for spatial visualization was higher ( p ≤ .05); males were more confident than females on RFT performance even though no more accurate ( p ≤ .05). Among Ss oldest of sibs, females were less field-articulated, males more. Males had higher RFT errors when the frame top was tilted to S's left; females had higher RFT errors when the frame was tilted to the right ( p ≤ .05), which is consistent with the hypothesis that for females more frequently than males control of spatial function is located in the left hemisphere of the brain.

Sex Differences in Occupational Performance Expectations

1988 ◽  
Vol 12 (1) ◽  
pp. 75-90 ◽  
Author(s):  
Judith S. Bridges
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Occupational Performance ◽  
Performance Expectations ◽  
Male And Female ◽  
Male College ◽  
Male Dominated ◽  
Male College Students

This study is an investigation of the effects of occupational sex-dominance on sex differences in occupational performance expectations. Female and male college students indicated their expectations for their own performance— self expectations—and that of either a “typical” male, female, or male and female person— comparison person expectations—for six occupations varying according to perceived sex-dominance. Additionally, the performance expectations were reported under anticipated private or public conditions. Results indicated that in contrast to males, females reported lower expectations for themselves alone and lower expectations for themselves in comparison to another person for male-dominated occupations. However, unlike males, females reported higher expectations for themselves and for themselves in comparison to others for female-dominated fields. Occupational sex dominance appeared to influence females' performance expectations, while males' expectations were similar across fields varying in sex-dominance. Neither the sex of the comparison person nor the anticipated privacy of the expectations were found to be related to the sex differences in performance expectations.

Sex Differences in Self-Perceptions among a Sample of College Students

1988 ◽  
Vol 62 (3) ◽  
pp. 993-994
Author(s):  
J. D. Duke
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Locus Of Control ◽  
Self Monitoring ◽  
Self Perceptions ◽  
Male College

A sample of 148 female and 85 male college subjects responded to 75 items about personal behaviors and opinions. While 22 significant associations were found, sex did not relate to items dealing with authoritarianism, locus of control, self-monitoring, and Machiavellianism.

scholarly journals Spatial Abilities for Architecture: Cross Sectional and Longitudinal Assessment With Novel and Existing Spatial Ability Tests

2021 ◽  
Vol 11 ◽  
Author(s):  
Michal Berkowitz ◽  
Andri Gerber ◽  
Christian M. Thurn ◽  
Beatrix Emo ◽  
Christoph Hoelscher ◽  
...  
Keyword(s):  
Spatial Ability ◽  
Cross Sections ◽  
Test Performance ◽  
Spatial Abilities ◽  
Domain Specificity ◽  
Cross Sectional ◽  
Advanced Students ◽  
Spatial Performance ◽  
Ability Tests ◽  
Object Composition

This study examined individual differences in spatial abilities of architecture students. Students at different educational levels were assessed on spatial ability tests that varied in their domain-specificity to architecture, with the hypothesis that larger differences between beginner and advanced students will emerge on more domain-specific tests. We also investigated gender differences in test performance and controlled for general reasoning ability across analyses. In a cross sectional study, master students (N = 91) outperformed beginners (N = 502) on two novel tests involving perspective taking and object composition, as well as on a standardized visualization of cross-sections test, but not on a standardized mental rotations test. Longitudinally (N = 117), spatial performance improved after the first bachelor year on visualization of cross-sections, object composition and mental rotation. Although both genders showed higher spatial test performance with increased experience, male students outperformed females across tests and levels of education. The results overall confirmed improvements in spatial performance during architecture studies, with partial support for the domain-specificity hypothesis. A gender gap among advanced students calls for further examining architecture-specific spatial thinking.

Sex Differences in Given Name Preferences

1985 ◽  
Vol 57 (1) ◽  
pp. 49-50 ◽  
Author(s):  
Charles E. Joubert
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Male College ◽  
Male College Students

When asked to list preferences for boys' and girls' names, 92 male college students were more likely than were 222 females to select common or dated names but less likely to opt for unusual or currently popular names. Other sex differences in naming preferences were discussed.

University entry score

2016 ◽  
Vol 14 (2) ◽  
pp. 328-342 ◽  
Author(s):  
K. Sutton ◽  
A. Williams ◽  
D. Tremain ◽  
P. Kilgour
Keyword(s):  
Spatial Ability ◽  
Three Dimensional ◽  
School Experiences ◽  
Spatial Abilities ◽  
First Year ◽  
Spatial Skills ◽  
Ability Test ◽  
Content Type ◽  
Spatial Performance ◽  
The Relationship

Purpose The purpose of this paper is to provide an insight into the relationship between students’ spatial ability and their university entrance score (Australian Tertiary Admissions Rank [ATAR]). The ATAR provides entry into university studies but does not necessary provide a good measure of students’ spatial skills. Spatial abilities are fundamental to success in many design courses. This paper aims to show whether the ATAR is a good predictor of spatial skills and considers the implications of this. Design/methodology/approach Students entering university design courses in architecture were tested three times during their first year using a three-dimensional (3D) Ability Test (3DAT), an online psychometric test of 3D spatial ability. The students’ results in 3DAT were then compared to students’ ATAR scores using a Pearson’s correlation test were also conducted to assess the relationship between ATAR and spatial performance. Findings There was no correlation between ATAR and spatial performance. Therefore, there was no relationship between an individual’s ATAR and their spatial performance upon entering university. Research limitations/implications Participants were required to select their ATAR from ranges, i.e. 71-80, 81-90 and 91-100, which meant their exact ATAR was not recorded. This meant that the participants were clustered, making it difficult to establish a linear relationship that was a true reflection of the population. Practical implications Initiatives to support students entering design courses may be necessary to compensate for the range of spatial skills students possess when entering university because of their school experiences. Social implications Individuals who have strong spatial skills are able to perform spatial problems faster and more efficiently than those with weak spatial skills. High spatial performance has been shown relate to performance in areas such as mathematics science technology and design. Originality/value This paper fulfils the need to better understand the diversity of spatial abilities students have on entering design courses.

A Characterization of Self-Injurious Behavior among Turkish Adolescents

2014 ◽  
Vol 115 (3) ◽  
pp. 645-654 ◽  
Author(s):  
Vesile Oktan
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Personal Information ◽  
Primary Objective ◽  
Self Injury ◽  
Male College ◽  
Healing Of Wounds ◽  
Male College Students

The primary objective of the present research is to characterize the frequencies of self-injurious behaviors among Turkish adolescents and whether these vary by sex. The sample comprised 371 female and 309 male college students, randomly selected and studying in different colleges in Trabzon (Turkey). The Personal Information Form and the Inventory of Statements About Self-injury were administered. The most pervasive types of self-injurious behaviors reported were “preventing the healing of wounds (peeling the scabs),” “hitting oneself on a tough surface or self-hitting,” and “scratching letters, texts, shapes on skin.” Sex differences in self-injurious behaviors were observed.

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