Sex Differences and Practice Effects on Two Visual-Spatial Tasks

1987 ◽  
Vol 64 (1) ◽  
pp. 139-142 ◽  
Author(s):  
Barbara J. Kaplan ◽  
Frances B. Weisberg
Keyword(s):  
Sex Differences ◽  
Young Children ◽  
Fifth Graders ◽  
Limited Feedback ◽  
Practice Effects ◽  
Final Level ◽  
Visual Spatial ◽  
Spatial Tasks ◽  
Spatial Performance ◽  
And Performance

Sex differences on visual-spatial tasks have been assumed to be present in young children, and performance on visual-spatial tasks has been assumed to be resistant to modification. Third and fifth graders were pretested on embedded and successive figures. Half of the 110 children then received limited feedback after which both groups were posttested. Grade, time of testing, and type of task significantly affected visual-spatial performance. Additional study might indicate whether amount of practice influences final level of performance for girls and boys and the asymptote on visual-spatial tasks is similar.

Sex Differences in Verbal and Visual-Spatial Tasks under Different Hemispheric Visual-Field Presentation Conditions

2010 ◽  
Vol 110 (2) ◽  
pp. 396-410 ◽  
Author(s):  
Gregory J. Boyle ◽  
John J. Furedy ◽  
David. L. Neumann ◽  
H. Rae Westbury
Keyword(s):  
Sex Differences ◽  
Visual Field ◽  
Visual Spatial ◽  
Spatial Tasks

Assessing Cognitions in Bilinguals and Monolinguals Using Visual Spatial Tasks

2009 ◽  
Author(s):  
Anna Chuneyeva ◽  
Mercedes Fernandez ◽  
Nicholas K. Lim ◽  
Lisa A. Long
Keyword(s):  
Visual Spatial ◽  
Spatial Tasks

scholarly journals The Fear to Move in a Crowded Environment. Poor Spatial Memory Related to Agoraphobic Disorder

2021 ◽  
Vol 11 (6) ◽  
pp. 796
Author(s):  
Micaela Maria Zucchelli ◽  
Laura Piccardi ◽  
Raffaella Nori
Keyword(s):  
Working Memory ◽  
Spatial Information ◽  
Theoretical Background ◽  
Exploratory Activity ◽  
Visuospatial Working Memory ◽  
Spatial Tasks ◽  
And Performance ◽  
The Relationship ◽  
Crowded Environment ◽  
Active Processing

Individuals with agoraphobia exhibit impaired exploratory activity when navigating unfamiliar environments. However, no studies have investigated the contribution of visuospatial working memory (VSWM) in these individuals’ ability to acquire and process spatial information while considering the use of egocentric and allocentric coordinates or environments with or without people. A total of 106 individuals (53 with agoraphobia and 53 controls) navigated in a virtual square to acquire spatial information that included the recognition of landmarks and the relationship between landmarks and themselves (egocentric coordinates) and independent of themselves (allocentric coordinates). Half of the participants in both groups navigated in a square without people, and half navigated in a crowded square. They completed a VSWM test in addition to tasks measuring landmark recognition and egocentric and allocentric judgements concerning the explored square. The results showed that individuals with agoraphobia had reduced working memory only when active processing of spatial elements was required, suggesting that they exhibit spatial difficulties particularly in complex spatial tasks requiring them to process information simultaneously. Specifically, VSWM deficits mediated the relationship between agoraphobia and performance in the allocentric judgements. The results are discussed considering the theoretical background of agoraphobia in order to provide useful elements for the early diagnosis of this disorder.

Sex Differences in Rotary Pursuit Performance of Young Children: A Follow-up

1968 ◽  
Vol 26 (3_suppl) ◽  
pp. 1199-1202 ◽  
Author(s):  
Stephen H. Davol ◽  
Susan L. Breakell
Keyword(s):  
Sex Differences ◽  
Middle Class ◽  
Young Children ◽  
Grade Level ◽  
Rest Period ◽  
Lower Class ◽  
Rotary Pursuit

A 30-rpm or a 45-rpm rotary pursuit task was given to 72 boys and 72 girls from Grades 1 to 5 of a lower-class and a middle-class school; each S was given 5 125-sec. trials with a 1-min. rest period between trials. Analyses of time-on-target showed a different pattern of results for each school. No significant sex differences were found except through interaction with sex of E. Level of performance was determined primarily by speed of rotation and grade level of S, but there was a lag in performance of Ss from the first two grades of the lower-class school.

Sign in / Sign up

Export Citation Format

Share Document