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Aguilar Ramirez DE, Blinch J, Robertson K, Opdenaker J, Gonzalez CLR. Sex differences in visuospatial cognition- a female advantage in jigsaw puzzle solving. Exp Brain Res 2024; 242:1821-1830. [PMID: 38847865 DOI: 10.1007/s00221-024-06845-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2023] [Accepted: 05/01/2024] [Indexed: 07/17/2024]
Abstract
Mentally visualizing objects, understanding relationships between two- or three- dimensional objects, and manipulating objects in space are some examples of visuospatial abilities. Numerous studies have shown that male participants outperform female participants in visuospatial tasks, particularly in mental rotation. One exception is solving jigsaw puzzles. Performance by seven- to eight-year-old girls was found to be superior to that of boys of the same age (Kocijan et al. 2017). No study, however, has confirmed this finding in an adult population, where sex differences are often detectable. Seventy-nine young adult participants were given four different jigsaw puzzles and the Shepard and Metzler mental rotation test (MRT) with two main goals: First, to investigate possible sex differences in jigsaw puzzle solving, and second, to explore a potential relationship between mental rotation and jigsaw puzzle solving. We hypothesized that female participants would outperform males in the jigsaw puzzles but males would outperform females in the MRT. The findings confirmed this hypothesis. Notably, the male performance in jigsaw puzzle solving was attributed to their sex and mediated by their higher MRT scores. These results yielded two key insights. First, they indicate a dissociation between these two visuospatial abilities, jigsaw puzzle solving and mental rotation; and second, female and male participants capitalize on their distinct cognitive strengths when solving visuospatial tasks.
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Affiliation(s)
- Daniela E Aguilar Ramirez
- Department of Kinesiology and Physical Education, University of Lethbridge, 4401 University Drive, Lethbridge, AB, T1K 3M4, Canada.
| | - Jarrod Blinch
- Department of Kinesiology and Sport Management, Texas Tech University, Box 43011, Lubbock, TX, 79409-3011, USA
| | - Kurt Robertson
- Department of Kinesiology and Physical Education, University of Lethbridge, 4401 University Drive, Lethbridge, AB, T1K 3M4, Canada
| | - Joseph Opdenaker
- Department of Psychological Sciences, Texas Tech University, Box 43011, Lubbock, TX, 79409-3011, USA
| | - Claudia L R Gonzalez
- Department of Kinesiology and Physical Education, University of Lethbridge, 4401 University Drive, Lethbridge, AB, T1K 3M4, Canada
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Kritzer MF, Adler A, Locklear M. Androgen effects on mesoprefrontal dopamine systems in the adult male brain. Neuroscience 2024:S0306-4522(24)00306-3. [PMID: 38977069 DOI: 10.1016/j.neuroscience.2024.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2024] [Revised: 06/25/2024] [Accepted: 07/02/2024] [Indexed: 07/10/2024]
Abstract
Epidemiological data show that males are more often and/or more severely affected by symptoms of prefrontal cortical dysfunction in schizophrenia, Parkinson's disease and other disorders in which dopamine circuits associated with the prefrontal cortex are dysregulated. This review focuses on research showing that these dopamine circuits are powerfully regulated by androgens. It begins with a brief overview of the sex differences that distinguish prefrontal function in health and prefrontal dysfunction or decline in aging and/or neuropsychiatric disease. This review article then spotlights data from human subjects and animal models that specifically identify androgens as potent modulators of prefrontal cortical operations and of closely related, functionally critical measures of prefrontal dopamine level or tone. Candidate mechanisms by which androgens dynamically control mesoprefrontal dopamine systems and impact prefrontal states of hypo- and hyper-dopaminergia in aging and disease are then considered. This is followed by discussion of a working model that identifies a key locus for androgen modulation of mesoprefrontal dopamine systems as residing within the prefrontal cortex itself. The last sections of this review critically consider the ways in which the organization and regulation of mesoprefrontal dopamine circuits differ in the adult male and female brain, and highlights gaps where more research is needed.
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Affiliation(s)
- Mary F Kritzer
- Department of Neurobiology and Behavior, Stony Brook University, Stony Brook, NY 11794-5230, United States.
| | - Alexander Adler
- Department of Oncology and Immuno-Oncology, Regeneron Pharmaceuticals, Inc., Tarrytown, NY 10591, United States
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3
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Zorzo C, Arias JL, Méndez M. Are there sex differences in spatial reference memory in the Morris water maze? A large-sample experimental study. Learn Behav 2024; 52:179-190. [PMID: 37723403 PMCID: PMC11186955 DOI: 10.3758/s13420-023-00598-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/27/2023] [Indexed: 09/20/2023]
Abstract
Sex differences have been found in allocentric spatial learning and memory tasks, with the literature indicating that males outperform females, although this issue is still controversial. This study aimed to explore the behavior of male and female rats during the habituation and learning of a spatial memory task performed in the Morris Water Maze (MWM). The study included a large sample of 89 males and 85 females. We found that females searched slightly faster than males during habituation with a visible platform. During learning, both male and female rats decreased the latency and distance traveled to find the hidden platform over the days, with males outperforming females in the distance traveled. Females swam faster but did not find the platform earlier, suggesting a less directed navigational strategy. Both sexes increased time spent in the target zone over the days, with no sex differences. Although females swam more in the periphery during the first days of the task, both sexes decreased the time spent in this area. Finally, only males increased swimming in the pool's center over the days, spending more time than females in this area across the entire training. In conclusion, we need to register several variables in the MWM and analyze path strategies to obtain more robust results concerning sex differences. Research on spatial learning should include both sexes to achieve a more equitable, representative, and translational science.
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Affiliation(s)
- Candela Zorzo
- Department of Psychology, University of Oviedo, Faculty of Psychology, Plaza Feijoo s/n, 33003, Oviedo, Asturias, Spain.
- Instituo de Neurociencias del Principado de Asturias (INEUROPA), Faculty of Psychology, Plaza Feijoo s/n, 33003, Oviedo, Asturias, Spain.
- Instituto de Investigación Sanitaria del Principado de Asturias (ISPA), Av. del Hospital Universitario, s/n, 33011, Oviedo, Asturias, Spain.
| | - Jorge L Arias
- Department of Psychology, University of Oviedo, Faculty of Psychology, Plaza Feijoo s/n, 33003, Oviedo, Asturias, Spain
- Instituo de Neurociencias del Principado de Asturias (INEUROPA), Faculty of Psychology, Plaza Feijoo s/n, 33003, Oviedo, Asturias, Spain
- Instituto de Investigación Sanitaria del Principado de Asturias (ISPA), Av. del Hospital Universitario, s/n, 33011, Oviedo, Asturias, Spain
| | - Marta Méndez
- Department of Psychology, University of Oviedo, Faculty of Psychology, Plaza Feijoo s/n, 33003, Oviedo, Asturias, Spain
- Instituo de Neurociencias del Principado de Asturias (INEUROPA), Faculty of Psychology, Plaza Feijoo s/n, 33003, Oviedo, Asturias, Spain
- Instituto de Investigación Sanitaria del Principado de Asturias (ISPA), Av. del Hospital Universitario, s/n, 33011, Oviedo, Asturias, Spain
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Möhring W, Moll L, Szubielska M. Unpacking associations among children's spatial skills, mathematics, and arithmetic strategies: decomposition matters. PSYCHOLOGICAL RESEARCH 2024:10.1007/s00426-024-01952-x. [PMID: 38613569 DOI: 10.1007/s00426-024-01952-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 03/04/2024] [Indexed: 04/15/2024]
Abstract
Several studies revealed links between mental rotation and mathematical tasks, but the intervening processes in this connection remain rather unexplored. Here, we aimed to investigate whether children's mental rotation skills relate to their accuracy in solving arithmetic problems via their usage of decomposition strategies, thus probing one potential intervening process. To this end, we examined a sample of 6- to 8-year-olds (N = 183) with a chronometric mental rotation task, and asked children to solve several arithmetic problems while assessing their solution strategies. After each arithmetic problem, children were asked about their strategy to solve the respective arithmetic problem and these were classified as either counting, decomposition, or retrieval strategies. Analyses were controlled for age, sex, fluid and verbal reasoning. Results indicated that children's response times and accuracy in the mental rotation task were best explained by linear functions of rotation angle, suggesting the usage of dynamic mental transformation strategies. A multiple mediation model revealed that children with higher mental rotation skills were more inclined to use higher-level mental strategies such as decomposition which in turn increased their accuracy of solving arithmetic problems. None of the other arithmetic strategies revealed significant indirect effects. These findings suggest that children with higher mental rotation skills may profit from visualizing and flexibly transforming numerical magnitudes, increasing the frequency of decomposition strategies. Overall, decomposition may play a unique role in the connection between children's mental rotation and arithmetic skills, which is an essential information for planning future training and experimental studies.
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Affiliation(s)
- Wenke Möhring
- Faculty of Psychology, Department of Psychology, University of Basel, Missionsstrasse 62, 4055, Basel, Switzerland.
- Department of Educational and Health Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany.
| | - Léonie Moll
- Faculty of Psychology, Department of Psychology, University of Basel, Missionsstrasse 62, 4055, Basel, Switzerland
| | - Magdalena Szubielska
- Institute of Psychology, Faculty of Social Sciences, The John Paul II Catholic University of Lublin, Lublin, Poland
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Avci NB, Cicek Cinar B. Does Hearing Impairment Impact Spatial Orientation, Navigation, and Rotation Abilities? Ann Otol Rhinol Laryngol 2024; 133:330-336. [PMID: 38130098 DOI: 10.1177/00034894231219127] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2023]
Abstract
OBJECTIVES Spatial cognition is a perceptual-motor function that pertains to the comprehension and processing of two-dimensional and three-dimensional space. The impairment of any sensory system can have adverse effects on cognitive functioning. The objective of this study is to examine spatial cognition in adults with hearing impairments. METHODS There were a total of 61 individuals in this study: thirty-six with hearing loss and 25 with normal hearing. The Spatial Orientation Test (SOT), the Mental Rotation test (MR), and the Money's Road Map Test (RMT) were administered to assess participants' spatial learning-orientation, mental imagery-rotation, and spatial navigation abilities. A high number of errors in RMT, high angle difference in SOT and a low score in MR suggest poor spatial abilities. RESULTS Participants with hearing loss had a greater number of RMT errors and SOT angle difference, but lower MR scores than those with normal hearing (P < .001). Hearing impairment negatively impacted all 3 spatial cognitive assessments. Hearing loss was associated with a 6.9 increase in the number of RMT errors (95% Confidence Interval (CI): 4.8, 9), a 23.6 increase in the SOT angle difference (95% CI: 16, 31.2), and an 8.5 decrease in the MR score (95% CI: -10.8, -6.2). CONCLUSIONS The study found that individuals with hearing loss exhibited lower performance in various cognitive tasks related to spatial orientation, navigation, spatial learning, mental imagery, and rotation abilities when compared to an age and sex matched control group. In future study, it is imperative to place greater emphasis on hearing loss as a potential detrimental factor in the prediction of spatial cognition impairment.
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Affiliation(s)
- Nizamettin Burak Avci
- Department of Audiology, Faculty of Health Sciences, Trakya University, Edirne, Turkiye
| | - Betul Cicek Cinar
- Department of Audiology, Faculty of Health Sciences, Hacettepe University, Ankara, Turkiye
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Lafta MS, Mwinyi J, Affatato O, Rukh G, Dang J, Andersson G, Schiöth HB. Exploring sex differences: insights into gene expression, neuroanatomy, neurochemistry, cognition, and pathology. Front Neurosci 2024; 18:1340108. [PMID: 38449735 PMCID: PMC10915038 DOI: 10.3389/fnins.2024.1340108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2023] [Accepted: 02/09/2024] [Indexed: 03/08/2024] Open
Abstract
Increased knowledge about sex differences is important for development of individualized treatments against many diseases as well as understanding behavioral and pathological differences. This review summarizes sex chromosome effects on gene expression, epigenetics, and hormones in relation to the brain. We explore neuroanatomy, neurochemistry, cognition, and brain pathology aiming to explain the current state of the art. While some domains exhibit strong differences, others reveal subtle differences whose overall significance warrants clarification. We hope that the current review increases awareness and serves as a basis for the planning of future studies that consider both sexes equally regarding similarities and differences.
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Affiliation(s)
- Muataz S. Lafta
- Department of Surgical Sciences, Functional Pharmacology and Neuroscience, Uppsala University, Uppsala, Sweden
| | - Jessica Mwinyi
- Department of Surgical Sciences, Functional Pharmacology and Neuroscience, Uppsala University, Uppsala, Sweden
- Centre for Women’s Mental Health, Uppsala University, Uppsala, Sweden
| | - Oreste Affatato
- Department of Surgical Sciences, Functional Pharmacology and Neuroscience, Uppsala University, Uppsala, Sweden
- Centre for Women’s Mental Health, Uppsala University, Uppsala, Sweden
| | - Gull Rukh
- Department of Surgical Sciences, Functional Pharmacology and Neuroscience, Uppsala University, Uppsala, Sweden
| | - Junhua Dang
- Department of Surgical Sciences, Functional Pharmacology and Neuroscience, Uppsala University, Uppsala, Sweden
| | - Gerhard Andersson
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
- Department of Clinical Neuroscience, Karolinska Institute, Stockholm, Sweden
| | - Helgi B. Schiöth
- Department of Surgical Sciences, Functional Pharmacology and Neuroscience, Uppsala University, Uppsala, Sweden
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Ebert WM, Jost L, Jansen P. Gender stereotypes in preschoolers' mental rotation. Front Psychol 2024; 15:1284314. [PMID: 38375117 PMCID: PMC10875053 DOI: 10.3389/fpsyg.2024.1284314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 01/16/2024] [Indexed: 02/21/2024] Open
Abstract
The investigation of gender stereotypes constitutes a relevant approach to understanding the development of spatial ability and sex differences in the domain. This was the first study concerned with the presence of implicit and explicit gender stereotypes about spatial ability, and their potential relation to spatial task performance, in preschool-aged children. Our full sample consisted of 138 4- to 6-year-old kindergarten children. The experimental procedure consisted of three parts. Children completed an implicit association task, a short questionnaire on explicit stereotypes, and a chronometric mental rotation task. Preschool-aged children held explicit gender stereotypes about spatial ability linking it to boys rather than girls. Boys exhibited stronger stereotypes in this regard than girls. We also found evidence for the presence of implicit stereotypes. However, implicit stereotypes were not found in sub-group analyses. No clear relationship between stereotypes and mental rotation performance emerged, but our results suggest that implicit stereotyping affected mental rotation accuracy differently in girls compared with boys. Our main conclusion was that children already hold stereotypic beliefs about spatial ability at preschool age. There did not seem to be a relationship of stereotyping with spatial ability at this age.
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Affiliation(s)
- W. Miro Ebert
- Faculty of Human Sciences, University of Regensburg, Regensburg, Germany
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8
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Cartier L, Guérin M, Saulnier F, Cotocea I, Mohammedi A, Moussaoui F, Kheloui S, Juster RP. Sex and gender correlates of sexually polymorphic cognition. Biol Sex Differ 2024; 15:3. [PMID: 38191503 PMCID: PMC10773055 DOI: 10.1186/s13293-023-00579-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Accepted: 12/21/2023] [Indexed: 01/10/2024] Open
Abstract
BACKGROUND Sexually polymorphic cognition (SPC) results from the interaction between biological (birth-assigned sex (BAS), sex hormones) and socio-cultural (gender identity, gender roles, sexual orientation) factors. The literature remains quite mixed regarding the magnitude of the effects of these variables. This project used a battery of classic cognitive tests designed to assess the influence of sex hormones on cognitive performance. At the same time, we aimed to assess the inter-related and respective effects that BAS, sex hormones, and gender-related factors have on SPC. METHODS We recruited 222 adults who completed eight cognitive tasks that assessed a variety of cognitive domains during a 150-min session. Subgroups were separated based on gender identity and sexual orientation and recruited as follows: cisgender heterosexual men (n = 46), cisgender non-heterosexual men (n = 36), cisgender heterosexual women (n = 36), cisgender non-heterosexual women (n = 38), gender diverse (n = 66). Saliva samples were collected before, during, and after the test to assess testosterone, estradiol, progesterone, cortisol, and dehydroepiandrosterone. Psychosocial variables were derived from self-report questionnaires. RESULTS Cognitive performance reflects sex and gender differences that are partially consistent with the literature. Interestingly, biological factors seem to better explain differences in male-typed cognitive tasks (i.e., spatial), while psychosocial factors seem to better explain differences in female-typed cognitive tasks (i.e., verbal). CONCLUSION Our results establish a better comprehension of SPC over and above the effects of BAS as a binary variable. We highlight the importance of treating sex as a biological factor and gender as a socio-cultural factor together since they collectively influence SPC.
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Affiliation(s)
- Louis Cartier
- Center on Sex*Gender, Allostasis, and Resilience, Research Center of the Montreal Mental Health University Institute, 7331, Rue Hochelaga, Montreal, QC, H1N 3V2, Canada
- Department of Psychiatry and Addiction, University of Montreal, Montreal, QC, Canada
| | - Mina Guérin
- Center on Sex*Gender, Allostasis, and Resilience, Research Center of the Montreal Mental Health University Institute, 7331, Rue Hochelaga, Montreal, QC, H1N 3V2, Canada
- Department of Psychology, University of Montreal, Montreal, QC, Canada
| | - Fanny Saulnier
- Center on Sex*Gender, Allostasis, and Resilience, Research Center of the Montreal Mental Health University Institute, 7331, Rue Hochelaga, Montreal, QC, H1N 3V2, Canada
- Department of Psychiatry and Addiction, University of Montreal, Montreal, QC, Canada
| | - Ioana Cotocea
- Center on Sex*Gender, Allostasis, and Resilience, Research Center of the Montreal Mental Health University Institute, 7331, Rue Hochelaga, Montreal, QC, H1N 3V2, Canada
| | - Amine Mohammedi
- Center on Sex*Gender, Allostasis, and Resilience, Research Center of the Montreal Mental Health University Institute, 7331, Rue Hochelaga, Montreal, QC, H1N 3V2, Canada
- Department of Psychology, University of Montreal, Montreal, QC, Canada
| | - Fadila Moussaoui
- Center on Sex*Gender, Allostasis, and Resilience, Research Center of the Montreal Mental Health University Institute, 7331, Rue Hochelaga, Montreal, QC, H1N 3V2, Canada
- Department of Psychology, University of Montreal, Montreal, QC, Canada
| | - Sarah Kheloui
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Robert-Paul Juster
- Center on Sex*Gender, Allostasis, and Resilience, Research Center of the Montreal Mental Health University Institute, 7331, Rue Hochelaga, Montreal, QC, H1N 3V2, Canada.
- Department of Psychiatry and Addiction, University of Montreal, Montreal, QC, Canada.
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Nejati V, Khoshroo S, Mirikaram F. Review of spatial disability in individuals with attention deficit-hyperactivity disorder: Toward spatial cognition theory. Clin Child Psychol Psychiatry 2024; 29:312-337. [PMID: 37192629 DOI: 10.1177/13591045231176707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
Spatial cognition is the ability to detect, process, integrate, and formulate the spatial aspects of the environment. Spatial abilities, as perceptual doorway of information processing, influence on higher cognitive functions. This systematic review aimed to explore impaired spatial ability in individuals with Attention Deficit-Hyperactivity Disorders (ADHD). The data from 18 empirical experiments that explored at least one factor of spatial ability in individuals with ADHD was collected in accordance with the PRISMA approach. This study discussed several determinants of impaired spatial ability, including factors, domains, tasks, and measures of spatial ability. Furthermore, the impact of age, gender, and comorbidities are discussed. Finally, a model was proposed to explain the impaired cognitive functions in children with ADHD based on spatial abilities.
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Affiliation(s)
- Vahid Nejati
- Department of Psychology, Shahid Beheshti University, Tehran, Iran
| | - Saba Khoshroo
- Department of Psychology, Shahid Beheshti University, Tehran, Iran
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10
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Wang C, McWatt SC. Visuospatial ability and student approach to learning as predictors of academic performance on written versus laboratory-based assessments in human anatomy. ANATOMICAL SCIENCES EDUCATION 2023; 16:1187-1199. [PMID: 37483065 DOI: 10.1002/ase.2317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Revised: 05/08/2023] [Accepted: 06/23/2023] [Indexed: 07/25/2023]
Abstract
As hours devoted to human anatomy curricula fall under threat and curricular delivery methods remain in flux, many new teaching innovations are emerging, which require comprehensive evaluation to ensure evidence-based teaching is maintained. Although grades are the predominant measure of 'learning', alternative metrics can assess more nuanced and meaningful outcomes. Two common predictors of students' three-dimensional understanding of the body and depth of learning are visuospatial abilities and approaches to learning, respectively. This study evaluated and compared the relative predictive power of these metrics on written and laboratory-based assessments in a human anatomy course. Deep approaches to learning and visuospatial abilities were expected to positively correlate with overall performance, with visuospatial abilities being the more salient predictor, especially on laboratory-based assessments. Additionally, visuospatial abilities were expected to positively correlate with deep learning approaches and negatively correlate with surface learning approaches. Multiple linear regression models controlling for covariates found that both visuospatial abilities (p = 0.049; p = 0.014) and deep learning approaches (p = 0.001; p = 0.001) were independent significant predictors of final and laboratory-based grades, while only deep learning approaches were significantly predictive of written grades (p = 0.007). There was no significant relationship between visuospatial abilities and approaches to learning. Given these findings and the increased reliance on visuospatially demanding digital learning activities in anatomy, both metrics should be considered when evaluating the impact of teaching innovations. Further, educators should design learning resources and environments that train visuospatial abilities and promote deeper learning approaches to maximize students' success.
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Affiliation(s)
- Catherine Wang
- Department of Anatomy and Cell Biology, Faculty of Medicine and Health Sciences, McGill University, Montréal, Québec, Canada
| | - Sean C McWatt
- Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montréal, Québec, Canada
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11
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Möhring W, Szubielska M. Scaling up = scaling down? Children's spatial scaling in different perceptual modalities and scaling directions. Cogn Res Princ Implic 2023; 8:62. [PMID: 37794290 PMCID: PMC10550888 DOI: 10.1186/s41235-023-00517-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Accepted: 09/23/2023] [Indexed: 10/06/2023] Open
Abstract
The present study examined whether scaling direction and perceptual modality affect children's spatial scaling. Children aged 6-8 years (N = 201) were assigned to a visual, visuo-haptic, and haptic condition in which they were presented with colourful, embossed graphics. In the haptic condition, they were asked to wear a blindfold during the test trials. Across several trials, children were asked to learn about the position of a target in a map and to localize a disc at the same location in a referent space. Scaling factor was manipulated systematically, so that children had to either scale up or scale down spatial information. Their absolute deviations from the correct target location, reversal and signed errors, and response times served as dependent variables. Results revealed higher absolute deviations and response times for the haptic modality as opposed to the visual modality. Children's signed errors, however, showed similar response strategies across the perceptual conditions. Therefore, it seems that a functional equivalence between vision and touch seems to emerge slowly across development for spatial scaling. With respect to scaling directions, findings showed that absolute deviations were affected by scaling factors, with symmetric increases in scaling up and scaling down in the haptic condition. Conversely, children showed an unbalanced pattern in the visual conditions, with higher accuracy in scaling down as opposed to scaling up. Overall, our findings suggest that visibility seems to factor into children's scaling process.
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Affiliation(s)
- Wenke Möhring
- Department of Psychology, University of Basel, Missionsstrasse 62, 4055, Basel, Switzerland.
- Department of Educational and Health Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany.
| | - Magdalena Szubielska
- Institute of Psychology, Faculty of Social Sciences, The John Paul II Catholic University of Lublin, Lublin, Poland
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12
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Kheloui S, Jacmin-Park S, Larocque O, Kerr P, Rossi M, Cartier L, Juster RP. Sex/gender differences in cognitive abilities. Neurosci Biobehav Rev 2023; 152:105333. [PMID: 37517542 DOI: 10.1016/j.neubiorev.2023.105333] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 07/09/2023] [Accepted: 07/27/2023] [Indexed: 08/01/2023]
Abstract
Sex/gender differences in cognitive sciences are riddled by conflicting perspectives. At the center of debates are clinical, social, and political perspectives. Front and center, evolutionary and biological perspectives have often focused on 'nature' arguments, while feminist and constructivist views have often focused on 'nurture arguments regarding cognitive sex differences. In the current narrative review, we provide a comprehensive overview regarding the origins and historical advancement of these debates while providing a summary of the results in the field of sexually polymorphic cognition. In so doing, we attempt to highlight the importance of using transdisciplinary perspectives which help bridge disciplines together to provide a refined understanding the specific factors that drive sex differences a gender diversity in cognitive abilities. To summarize, biological sex (e.g., birth-assigned sex, sex hormones), socio-cultural gender (gender identity, gender roles), and sexual orientation each uniquely shape the cognitive abilities reviewed. To date, however, few studies integrate these sex and gender factors together to better understand individual differences in cognitive functioning. This has potential benefits if a broader understanding of sex and gender factors are systematically measured when researching and treating numerous conditions where cognition is altered.
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Affiliation(s)
- Sarah Kheloui
- Department of Psychiatry and Addiction, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada
| | - Silke Jacmin-Park
- Department of Psychology, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada
| | - Ophélie Larocque
- Department of Psychology, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada
| | - Philippe Kerr
- Department of Psychiatry and Addiction, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada
| | - Mathias Rossi
- Department of Psychiatry and Addiction, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada
| | - Louis Cartier
- Department of Psychiatry and Addiction, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada
| | - Robert-Paul Juster
- Department of Psychiatry and Addiction, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada.
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13
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Vasilyeva M, Laski EV, Casey BM, Lu L, Wang M, Cho HY. Spatial-Numerical Magnitude Estimation Mediates Early Sex Differences in the Use of Advanced Arithmetic Strategies. J Intell 2023; 11:jintelligence11050097. [PMID: 37233346 DOI: 10.3390/jintelligence11050097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 05/01/2023] [Accepted: 05/16/2023] [Indexed: 05/27/2023] Open
Abstract
An accumulating body of literature points to a link between spatial reasoning and mathematics learning. The present study contributes to this line of research by investigating sex differences both in spatial representations of magnitude and in the use of arithmetic strategies, as well as the relation between the two. To test the hypothesis that sex differences in spatial-numerical magnitude knowledge mediate sex differences in the use of advanced strategies (retrieval and decomposition), two studies were conducted. Study 1 included 96 US first graders (53% girls); Study 2 included 210 Russian first graders (49% girls). All participants completed a number line estimation task (a spatially based measure of numerical magnitude knowledge) and an arithmetic strategy task (a measure of strategy choice). The studies showed parallel results: boys produced more accurate numerical magnitude estimates on the number line estimation task and used advanced strategies more frequently on the arithmetic task. Critically, both studies provide support for the mediation hypothesis (although there were some differences in the pattern obtained for the two strategies). The results are discussed in the context of broader research about the relation between spatial and mathematical skills.
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Affiliation(s)
- Marina Vasilyeva
- Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA 02467, USA
| | - Elida V Laski
- Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA 02467, USA
| | - Beth M Casey
- Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA 02467, USA
| | - Linxi Lu
- Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA 02467, USA
| | - Muanjing Wang
- Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA 02467, USA
| | - Hyun Young Cho
- Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA 02467, USA
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14
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García-Pérez Á, González-Rodríguez A, Godoy-Giménez M, Sayans-Jiménez P, Cañadas F, Estévez ÁF. Mental rotation and schizotypal personality traits: A Bayesian approach. Scand J Psychol 2023; 64:113-122. [PMID: 36169211 DOI: 10.1111/sjop.12874] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2021] [Revised: 09/03/2022] [Accepted: 09/11/2022] [Indexed: 11/28/2022]
Abstract
People diagnosed with schizophrenia exhibit mental rotation differences, suggesting that clinical levels of positive symptoms, such as psychotic hallucinations, are related to disruptions in their monitoring and manipulation of mental representations. According to the psychosis continuum, findings in people with a high level of schizotypal personality traits are expected to be qualitatively similar, but research concerning this topic is scarce. A spared mental imagery manipulation in this population only could suggest that this ability might be a possible protective factor, or that the emergence of clinical-level positive symptoms could be paired with disruptions in this capacity. To explore this issue, 205 undergraduate students (122 women) completed a novel mental rotation task identifying the stimulus that was a 90, 180, or 270° rotation of a black circle with colored portions and were assessed with the Schizotypal Personality Questionnaire. Men performed better in most conditions. No relationship was detected between schizotypal personality traits and accuracy in the task. These results do not support that mental imagery manipulation disruptions may be related to schizotypal personality traits in non-clinical populations. Thus, they might instead be associated with the onset of psychosis disorders as mental representation handling is hindered. However, additional research is required including the general population, as well as those with higher levels of psychotic symptoms and psychosis disorders. Future research could also focus on working memory processes related to mental representation manipulations of different sensory modalities such as auditory mental representations and their relationship with schizotypal personality traits and clinical populations.
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Affiliation(s)
- Ángel García-Pérez
- Department of Psychology, University of Almería, Almería, Spain
- CEINSA Health Research Center, University of Almeria, Almería, Spain
| | - Antonio González-Rodríguez
- Department of Psychology, University of Almería, Almería, Spain
- CEINSA Health Research Center, University of Almeria, Almería, Spain
| | - Marta Godoy-Giménez
- Department of Psychology, University of Almería, Almería, Spain
- CEINSA Health Research Center, University of Almeria, Almería, Spain
| | - Pablo Sayans-Jiménez
- Department of Psychology, University of Almería, Almería, Spain
- CEINSA Health Research Center, University of Almeria, Almería, Spain
| | - Fernando Cañadas
- Department of Psychology, University of Almería, Almería, Spain
- CEINSA Health Research Center, University of Almeria, Almería, Spain
| | - Ángeles F Estévez
- Department of Psychology, University of Almería, Almería, Spain
- CEINSA Health Research Center, University of Almeria, Almería, Spain
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15
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Assessing sex differences in behavioural flexibility in an endangered bird species: the Southern ground-hornbill (Bucorvus leadbeateri). Anim Cogn 2023; 26:599-609. [PMID: 36251104 DOI: 10.1007/s10071-022-01705-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Revised: 10/09/2022] [Accepted: 10/11/2022] [Indexed: 11/01/2022]
Abstract
Since ecology influences the expression of cognitive traits, intra-specific variation in ecological demands can drive differences in cognition. This is often the case, for instance, when sexes face different ecological challenges. However, so far, most studies have focused on few cognitive domains (i.e., spatial cognition), which limits our understanding of the evolution of sexually dimorphic cognition in animals. Endangered Southern ground-hornbills (Bucorvus leadbeateri), for example, show sex-specific ecological differences in age at dispersal, where females disperse from their natal group earlier than males. Based on this potential sex-specific source of selection, females and males may differ in their capacity to behave flexibly. Here, we used the reversal-learning paradigm in ten Southern ground-hornbills in two conditions: spatial and colour. During the pre-test (learning phase), regardless the sex, all subjects were faster at associating the food reward with spatial rather than with colour cues. Similarly, during the test (reversal-learning phase), both sexes learned the new association quicker with spatial cues. There were no sex differences in learning or reversal learning during both experimental phases. This possibility, however, requires further observation and experimentation. We hope our study will provide the impetus to assess further the cognitive capacities of this still overlooked species.
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16
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Bartlett KA, Camba JD. Gender Differences in Spatial Ability: a Critical Review. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09728-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
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17
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Lourenco SF, Liu Y. The Impacts of Anxiety and Motivation on Spatial Performance: Implications for Gender Differences in Mental Rotation and Navigation. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2023. [DOI: 10.1177/09637214231153072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/24/2023]
Abstract
Despite extensive research on gender differences in spatial cognition, the potential roles of affective and situational factors in accounting for these differences remain relatively understudied. Here, we discuss the impacts of spatial anxiety and motivation in mental rotation and navigation tasks, particularly their roles in explaining the gender performance gaps. We highlight the distinction between approach and avoidance motivation, as well as interactions between anxiety and motivation. Attention, working memory, and response strategy are discussed as mechanisms by which anxiety and motivation may affect performance on spatial tasks. Implications for a broader approach that also considers other psychological variables, such as confidence, are discussed.
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Affiliation(s)
| | - Yaxin Liu
- Department of Psychology, Emory University
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18
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Resque DPDS, de Moura Lobato AM, da Silva CG, da Cruz Filho DA, da Fonseca SSS, de Oliveira Matos F, Pereira A. The inhibition of mirror generalization of letters in school-aged children. Front Psychol 2023; 14:996012. [PMID: 36844274 PMCID: PMC9945873 DOI: 10.3389/fpsyg.2023.996012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2022] [Accepted: 01/09/2023] [Indexed: 01/27/2023] Open
Abstract
Gender differences in spatial abilities favor males in both childhood and adulthood. During early development, this discrepancy can be attributed, among other things, to the influence of an early testosterone surge in boys, societal stereotypes, and expectations about gender. In the present work, we created a spatial task (including letter rotation and letter mirroring) which used letters as stimuli and evaluated the performance of school-aged children (6-10 years old). During this age period, children are being taught literacy skills which rely on the reorganization of cortical networks and the breakdown of mirror generalization. We divided our sample (N = 142, 73 females) into two age groups: 1st-2nd (literacy acquisition; N = 70, 33 females) and 3rd-5th (literacy consolidation; N = 72, 40 females) graders. While boys performed significantly better in letter rotation in the older group, girls' performance remained substandard in both groups. This pattern is reversed for the mirror task, with older girls outperforming their younger counterparts and boys having similar performance in the two groups. Since the age period of our sample is not associated with large variations in the levels of reproductive steroids, we propose that the similarity of performance between younger and older girls in mental rotation of letters could be associated with society's traditional attitudes and expectations on the relationship between visual-spatial skills and gender. As for the mirror task, while only girls had a significant difference between the two age groups, boys did show an improvement, as expected for the inhibition of mirror generalization for letters during reading acquisition.
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Affiliation(s)
- Deusa Priscila da Silva Resque
- Graduate Program in Neuroscience and Cell Biology, Institute of Biological Sciences, Federal University of Pará (UFPA), Belém, Brazil,Laboratory of Signal Processing, Department of Electrical and Biomedical Engineering, Institute of Technology, Federal University of Pará (UFPA), Belém, PA, Brazil
| | - Adriany Maria de Moura Lobato
- Laboratory of Signal Processing, Department of Electrical and Biomedical Engineering, Institute of Technology, Federal University of Pará (UFPA), Belém, PA, Brazil
| | - Carolina Gomes da Silva
- Laboratory of Signal Processing, Department of Electrical and Biomedical Engineering, Institute of Technology, Federal University of Pará (UFPA), Belém, PA, Brazil
| | - Daniel Alves da Cruz Filho
- Laboratory of Signal Processing, Department of Electrical and Biomedical Engineering, Institute of Technology, Federal University of Pará (UFPA), Belém, PA, Brazil
| | - Susanne Suely Santos da Fonseca
- Graduate Program in Neuroscience and Cell Biology, Institute of Biological Sciences, Federal University of Pará (UFPA), Belém, Brazil,Laboratory of Signal Processing, Department of Electrical and Biomedical Engineering, Institute of Technology, Federal University of Pará (UFPA), Belém, PA, Brazil
| | | | - Antonio Pereira
- Graduate Program in Neuroscience and Cell Biology, Institute of Biological Sciences, Federal University of Pará (UFPA), Belém, Brazil,Laboratory of Signal Processing, Department of Electrical and Biomedical Engineering, Institute of Technology, Federal University of Pará (UFPA), Belém, PA, Brazil,*Correspondence: Antonio Pereira,
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19
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Daprati E, Nico D. Vulnerability factors and neuropsychiatric disorders: What could be learned from individual variability in cognitive functions. Front Psychol 2022; 13:1019030. [PMID: 36619098 PMCID: PMC9815448 DOI: 10.3389/fpsyg.2022.1019030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2022] [Accepted: 12/07/2022] [Indexed: 12/24/2022] Open
Affiliation(s)
- Elena Daprati
- Dipartimento di Medicina dei Sistemi and CBMS, Università di Roma Tor Vergata, Rome, Italy,*Correspondence: Elena Daprati ✉
| | - Daniele Nico
- Dipartimento di Psicologia, Università di Roma La Sapienza, Rome, Italy
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20
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Lippolis M, Müllensiefen D, Frieler K, Matarrelli B, Vuust P, Cassibba R, Brattico E. Learning to play a musical instrument in the middle school is associated with superior audiovisual working memory and fluid intelligence: A cross-sectional behavioral study. Front Psychol 2022; 13:982704. [PMID: 36312139 PMCID: PMC9610841 DOI: 10.3389/fpsyg.2022.982704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Accepted: 09/22/2022] [Indexed: 11/13/2022] Open
Abstract
Music training, in all its forms, is known to have an impact on behavior both in childhood and even in aging. In the delicate life period of transition from childhood to adulthood, music training might have a special role for behavioral and cognitive maturation. Among the several kinds of music training programs implemented in the educational communities, we focused on instrumental training incorporated in the public middle school curriculum in Italy that includes both individual, group and collective (orchestral) lessons several times a week. At three middle schools, we tested 285 preadolescent children (aged 10–14 years) with a test and questionnaire battery including adaptive tests for visuo-spatial working memory skills (with the Jack and Jill test), fluid intelligence (with a matrix reasoning test) and music-related perceptual and memory abilities (with listening tests). Of these children, 163 belonged to a music curriculum within the school and 122 to a standard curriculum. Significant differences between students of the music and standard curricula were found in both perceptual and cognitive domains, even when controlling for pre-existing individual differences in musical sophistication. The music children attending the third and last grade of middle school had better performance and showed the largest advantage compared to the control group on both audiovisual working memory and fluid intelligence. Furthermore, some gender differences were found for several tests and across groups in favor of females. The present results indicate that learning to play a musical instrument as part of the middle school curriculum represents a resource for preadolescent education. Even though the current evidence is not sufficient to establish the causality of the found effects, it can still guide future research evaluation with longitudinal data.
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Affiliation(s)
- Mariangela Lippolis
- Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
- Mariangela Lippolis,
| | - Daniel Müllensiefen
- Department of Psychology, Goldsmiths, University of London, London, United Kingdom
| | - Klaus Frieler
- Department of Methodology, Max Planck Institute for Empirical Aesthetics, Frankfurt, Germany
| | - Benedetta Matarrelli
- Department of Clinical Medicine, Center for Music in the Brain (MIB), The Royal Academy of Music Aarhus and Aalborg, Aarhus University, Aarhus, Denmark
- Department of Education, Psychology, and Communication, University of Bari Aldo Moro, Bari, Italy
| | - Peter Vuust
- Department of Clinical Medicine, Center for Music in the Brain (MIB), The Royal Academy of Music Aarhus and Aalborg, Aarhus University, Aarhus, Denmark
| | - Rosalinda Cassibba
- Department of Education, Psychology, and Communication, University of Bari Aldo Moro, Bari, Italy
| | - Elvira Brattico
- Department of Clinical Medicine, Center for Music in the Brain (MIB), The Royal Academy of Music Aarhus and Aalborg, Aarhus University, Aarhus, Denmark
- Department of Education, Psychology, and Communication, University of Bari Aldo Moro, Bari, Italy
- *Correspondence: Elvira Brattico,
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21
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Modelling response time in a mental rotation task by gender, physical activity, and task features. Sci Rep 2022; 12:15559. [PMID: 36114235 PMCID: PMC9481519 DOI: 10.1038/s41598-022-19054-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Accepted: 08/23/2022] [Indexed: 12/25/2022] Open
Abstract
Mental rotation (MR) is a spatial skill considered to be a key-component of intellectual ability. Studies have suggested that the response time (RT) in a MR task (MRt) might be influenced, with possible gender differences, by the practice of a physical activity (PA) and depending on the plane, direction, degrees of the MR and the frame of reference to perform it. The present study aimed at examining the respective influences of all these variables on the RT by developing a linear mixed-effect model from the RTs varying according to the MR plane, direction, degrees and frame of reference. The MRt was performed by 96 males and females, all undergraduate students, distributed in three groups (sedentary subjects, artistic gymnasts, and futsal players). The results showed that only gender had a main effect (faster log RT in males), probably task-dependent. The other variables interacted among them showing that: (a) the log RT may be influenced by rotations experienced during PA, in particular during the locomotion on a horizontal ground and (b) such influence mainly depends on the compatibility of the physical rotations experienced with the plane and the degrees of the MRt.
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22
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Sex differences in the human brain: a roadmap for more careful analysis and interpretation of a biological reality. Biol Sex Differ 2022; 13:43. [PMID: 35883159 PMCID: PMC9327177 DOI: 10.1186/s13293-022-00448-w] [Citation(s) in RCA: 39] [Impact Index Per Article: 19.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Accepted: 05/23/2022] [Indexed: 12/15/2022] Open
Abstract
The presence, magnitude, and significance of sex differences in the human brain are hotly debated topics in the scientific community and popular media. This debate is largely fueled by studies containing strong, opposing conclusions: either little to no evidence exists for sex differences in human neuroanatomy, or there are small-to-moderate differences in the size of certain brain regions that are highly reproducible across cohorts (even after controlling for sex differences in average brain size). Our Commentary uses the specific comparison between two recent large-scale studies that adopt these opposing views-namely the review by Eliot and colleagues (2021) and the direct analysis of ~ 40k brains by Williams and colleagues (2021)-in an effort to clarify this controversy and provide a framework for conducting this research. First, we review observations that motivate research on sex differences in human neuroanatomy, including potential causes (evolutionary, genetic, and environmental) and effects (epidemiological and clinical evidence for sex-biased brain disorders). We also summarize methodological and empirical support for using structural MRI to investigate such patterns. Next, we outline how researchers focused on sex differences can better specify their study design (e.g., how sex was defined, if and how brain size was adjusted for) and results (by e.g., distinguishing sexual dimorphisms from sex differences). We then compare the different approaches available for studying sex differences across a large number of individuals: direct analysis, meta-analysis, and review. We stress that reviews do not account for methodological differences across studies, and that this variation explains many of the apparent inconsistencies reported throughout recent reviews (including the work by Eliot and colleagues). For instance, we show that amygdala volume is consistently reported as male-biased in studies with sufficient sample sizes and appropriate methods for brain size correction. In fact, comparing the results from multiple large direct analyses highlights small, highly reproducible sex differences in the volume of many brain regions (controlling for brain size). Finally, we describe best practices for the presentation and interpretation of these findings. Care in interpretation is important for all domains of science, but especially so for research on sex differences in the human brain, given the existence of broad societal gender-biases and a history of biological data being used justify sexist ideas. As such, we urge researchers to discuss their results from simultaneously scientific and anti-sexist viewpoints.
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23
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Development of Landmark Use for Navigation in Children: Effects of Age, Sex, Working Memory and Landmark Type. Brain Sci 2022; 12:brainsci12060776. [PMID: 35741661 PMCID: PMC9221540 DOI: 10.3390/brainsci12060776] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Revised: 06/08/2022] [Accepted: 06/08/2022] [Indexed: 11/16/2022] Open
Abstract
The use of landmarks for navigation develops throughout childhood. Here, we examined the developmental trajectory of egocentric and allocentric navigation based on landmark information in an on-screen virtual environment in 39 5–6-year-olds, 43 7–8-year-olds, and 41 9–10-year-olds. We assessed both categorical performance, indicating the notion of location changes based on the landmarks, as well as metrical performance relating to the precision of the representation of the environment. We investigated whether age, sex, spatial working memory, verbal working memory, and verbal production of left and right contributed to the development of navigation skills. In egocentric navigation, Categorical performance was already above chance at 5 years of age and was positively related to visuo-spatial working memory and the production of left/right, whereas metrical performance was only related to age. Allocentric navigation started to develop between 5 and 8 years of age and was related to sex, with boys outperforming girls. Both boys and girls seemed to rely more on directional landmark information as compared to positional landmark information. To our knowledge, this study is the first to give insight into the relative contribution of different cognitive abilities to navigation skills in school-aged children.
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Abstract
Sex and gender differences are seen in cognitive disturbances in a variety of neurological and psychiatry diseases. Men are more likely to have cognitive symptoms in schizophrenia whereas women are more likely to have more severe cognitive symptoms with major depressive disorder and Alzheimer's disease. Thus, it is important to understand sex and gender differences in underlying cognitive abilities with and without disease. Sex differences are noted in performance across various cognitive domains - with males typically outperforming females in spatial tasks and females typically outperforming males in verbal tasks. Furthermore, there are striking sex differences in brain networks that are activated during cognitive tasks and in learning strategies. Although rarely studied, there are also sex differences in the trajectory of cognitive aging. It is important to pay attention to these sex differences as they inform researchers of potential differences in resilience to age-related cognitive decline and underlying mechanisms for both healthy and pathological cognitive aging, depending on sex. We review literature on the progressive neurodegenerative disorder, Alzheimer's disease, as an example of pathological cognitive aging in which human females show greater lifetime risk, neuropathology, and cognitive impairment, compared to human males. Not surprisingly, the relationships between sex and cognition, cognitive aging, and Alzheimer's disease are nuanced and multifaceted. As such, this chapter will end with a discussion of lifestyle factors, like education and diet, as modifiable factors that can alter cognitive aging by sex. Understanding how cognition changes across age and contributing factors, like sex differences, will be essential to improving care for older adults.
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25
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van de Weijer-Bergsma E, Van Luit JEH, Moeller K. Sex differences in the association of math achievement with visual-spatial and verbal working memory: Does the type of math test matter? Br J Psychol 2022; 113:798-819. [PMID: 35352335 PMCID: PMC9544364 DOI: 10.1111/bjop.12562] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Accepted: 03/16/2022] [Indexed: 12/01/2022]
Abstract
Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual‐spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual‐spatial working memory on math achievement. Children (N = 3175) from grades 2 through five participated. Visual‐spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed five times during two school years using a speeded arithmetic test (math fluency) and a word problem test (math problem solving). Results from Multilevel Multigroup Latent Growth Modeling, showed that sex differences in level and growth of math performance were mixed and very small. Sex differences in the predictive value of verbal and visual‐spatial working memory for math performance suggested that boys seemed to rely more on verbal strategies than girls. Explanations focus on cognitive and emotional factors and how these may interact to possibly amplify sex differences as children grow older.
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Affiliation(s)
- Eva van de Weijer-Bergsma
- Department of Pedagogical and Educational Sciences, Faculty of Social and Behavioral Sciences, Utrecht University, TC Utrecht, The Netherlands
| | - Johannes E H Van Luit
- Department of Pedagogical and Educational Sciences, Faculty of Social and Behavioral Sciences, Utrecht University, TC Utrecht, The Netherlands
| | - Korbinian Moeller
- Centre for Mathematical Cognition, School of Science, Loughborough University, Loughborough, UK.,Leibniz-Institut für Wissensmedien, Tübingen, Germany.,LEAD Graduate School and Research Network, University of Tübingen, Tübingen, Germany
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26
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Sex differences in cognitive-motor components of braking in older adults. Exp Brain Res 2022; 240:1045-1055. [PMID: 35190864 DOI: 10.1007/s00221-022-06330-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 02/08/2022] [Indexed: 11/04/2022]
Abstract
Fast and accurate braking is essential for safe driving and relies on efficient cognitive and motor processes. Despite the known sex differences in overall driving behavior, it is unclear whether sex differences exist in the objective assessment of driving-related tasks in older adults. Furthermore, it is unknown whether cognitive-motor processes are differentially affected in men and women with advancing age. We aimed to determine sex differences in the cognitive-motor components of the braking performance in older adults. Fourteen men (63.06 ± 8.53 years) and 14 women (67.89 ± 11.81 years) performed a braking task in a simulated driving environment. Participants followed a lead car and applied a quick and controlled braking force in response to the rear lights of the lead car. We quantified braking accuracy and response time. Importantly, we also decomposed response time in its cognitive (pre-motor response time) and motor (motor response time) components. Lastly, we examined whether sex differences in the activation and coordination of the involved muscles could explain differences in performance. We found sex differences in the cognitive-motor components of braking performance with advancing age. Specifically, the cognitive processing speed is 27.41% slower in women, while the motor execution speed is 24.31% slower in men during the braking task. The opposite directions of impairment in the cognitive and motor speeds contributed to comparable overall braking speed across sexes. The sex differences in the activation of the involved muscles did not relate to response time differences between men and women. The exponential increase in the number of older drivers raises concerns about potential effects on traffic and driver safety. We demonstrate the presence of sex differences in the cognitive-motor components of braking performance with advancing age. Driving rehabilitation should consider differential strategies for ameliorating sex-specific deficits in cognitive and motor speeds to enhance braking performance in older adults.
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27
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Setton R, Lockrow AW, Turner GR, Spreng RN. Troubled past: A critical psychometric assessment of the self-report Survey of Autobiographical Memory (SAM). Behav Res Methods 2022; 54:261-286. [PMID: 34159511 PMCID: PMC8692492 DOI: 10.3758/s13428-021-01604-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/22/2021] [Indexed: 12/24/2022]
Abstract
The Survey of Autobiographical Memory (SAM) was designed as an easy-to-administer measure of self-perceived autobiographical memory (AM) recollection capacity. We provide a comprehensive psychometric evaluation of the SAM in younger and older adults. First, we evaluated the reliability of the SAM as a measure of self-perceived recollective capacity. Next, we tested whether the SAM was a valid measure of episodic and autobiographical memory performance, as assessed with widely used performance-based measures. Finally, we investigated associations between the SAM, cognitive measures and self-reported assessments of psychological functioning. The SAM demonstrated reliability as a self-report measure of perceived recollective capacity. High internal consistency was observed across subscales, with the exception of SAM-semantic. Evidence for independence among the subscales was mixed: SAM-episodic and SAM-semantic items showed poor correspondence with respective subscales. Good correspondence was observed between the future and spatial items and their SAM subscales. The SAM showed limited associations with AM performance as measured by the Autobiographical Interview (AI), yet was broadly associated with self-reported AI event vividness. SAM scores were weakly associated with performance-based memory measures and were age-invariant, inconsistent with known age effects on declarative memory. Converging evidence indicated that SAM-episodic and SAM-semantic subscales are not independent and should not be interpreted as specific measures of episodic or semantic memory. The SAM was robustly associated with self-efficacy, suggesting an association with confidence in domain general self-report abilities. We urge caution in the use and interpretation of the SAM as a measure of AM, pending revision and further psychometric validation.
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Affiliation(s)
- Roni Setton
- Montreal Neurological Institute, Department of Neurology and Neurosurgery, McGill University, 3801 University St., Montreal, QC, H3A 2B4, Canada
| | - Amber W Lockrow
- Montreal Neurological Institute, Department of Neurology and Neurosurgery, McGill University, 3801 University St., Montreal, QC, H3A 2B4, Canada
| | - Gary R Turner
- Department of Psychology, York University, Toronto, ON, Canada
| | - R Nathan Spreng
- Montreal Neurological Institute, Department of Neurology and Neurosurgery, McGill University, 3801 University St., Montreal, QC, H3A 2B4, Canada.
- McConnell Brain Imaging Centre, McGill University, Montreal, QC, Canada.
- Departments of Psychiatry and Psychology, McGill University, Montreal, QC, Canada.
- Douglas Mental Health University Institute, Montreal, QC, Canada.
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Levine SC, Pantoja N. Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches. DEVELOPMENTAL REVIEW 2021. [DOI: 10.1016/j.dr.2021.100997] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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Pochinki N, Reis D, Casasola M, Oakes LM, LoBue V. Natural Variability in Parent-Child Puzzle Play at Home. Front Psychol 2021; 12:733895. [PMID: 34603155 PMCID: PMC8483633 DOI: 10.3389/fpsyg.2021.733895] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 08/18/2021] [Indexed: 11/23/2022] Open
Abstract
Here, we observed 3- to 4-year-old children (N=31) and their parents playing with puzzles at home during a zoom session to provide insight into the variability of the kinds of puzzles children have in their home, and the variability in how children and their parents play with spatial toys. We observed a large amount of variability in both children and parents’ behaviors, and in the puzzles they selected. Further, we found relations between parents’ and children’s behaviors. For example, parents provided more scaffolding behaviors for younger children and parents’ persistence-focused language was related to more child attempts after failure. Altogether, the present work shows how using methods of observing children at a distance, we can gain insight into the environment in which they are developing. The results are discussed in terms of how variability in spatial toys and spatial play during naturalistic interactions can help us contextualize the conclusions we draw from lab-based studies.
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Affiliation(s)
- Nicole Pochinki
- Department of Psychology, Rutgers University, Newark, NJ, United States
| | - Dakota Reis
- Department of Psychology, Rutgers University, Newark, NJ, United States
| | | | - Lisa M Oakes
- Department of Psychology, University of California, Davis, Davis, CA, United States
| | - Vanessa LoBue
- Department of Psychology, Rutgers University, Newark, NJ, United States
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Sex Differences and the Role of Gaming Experience in Spatial Cognition Performance in Primary School Children: An Exploratory Study. Brain Sci 2021; 11:brainsci11070886. [PMID: 34356121 PMCID: PMC8301968 DOI: 10.3390/brainsci11070886] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Revised: 06/23/2021] [Accepted: 06/28/2021] [Indexed: 11/17/2022] Open
Abstract
Sex differences are repeatedly observed in spatial cognition tasks. However, the role of environmental factors such as gaming experience remains unclear. In this exploratory study, navigation and object-relocation were combined in a naturalistic virtual reality-based spatial task. The sample consisted of n = 53 Dutch children aged 9–11 years. Overall, girls (n = 24) and boys (n = 29) performed equally accurately, although there was an increase in accuracy with age for boys (ηp2 = 0.09). Boys navigated faster than girls (ηp2 = 0.29), and this difference increased with age (ηp2 = 0.07). More gaming experience in boys versus girls (Cohen’s d = 0.88) did not explain any result observed. We encourage future confirmatory studies to use the paradigm presented here to investigate the current results in a larger sample. These findings could be beneficial for optimizing spatial cognition training interventions.
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West E, McCrink K. Eye Tracking Lateralized Spatial Associations in Early Childhood. JOURNAL OF COGNITION AND DEVELOPMENT 2021; 22:678-694. [DOI: 10.1080/15248372.2021.1926254] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Morawietz C, Muehlbauer T. Effects of Physical Exercise Interventions on Spatial Orientation in Children and Adolescents: A Systematic Scoping Review. Front Sports Act Living 2021; 3:664640. [PMID: 34222859 PMCID: PMC8247469 DOI: 10.3389/fspor.2021.664640] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 05/10/2021] [Indexed: 11/30/2022] Open
Abstract
Background: Regular physical exercise plays an integral part in the psychomotor and psychosocial development of children and adolescents, with complex motor and cognitive processes closely linked. Spatial abilities, one aspect of cognitive functioning start to evolve from earliest childhood and reach adult-like levels by early adolescence. As they have been associated with good spatial orientation, wayfinding, map-reading skills, problem solving or analyzing spatial information, these skills facilitate independence and autonomy while growing up. Despite promising results, only few studies investigate this relation between physical exercise and spatial abilities. To use this benefit and develop purposive physical exercise interventions, it is essential to summarize the current evidence. Objectives: This literature review aims to systematically summarize findings regarding the impact of physical exercise interventions on spatial abilities in healthy children and adolescents and identify knowledge gaps. Methods: A systematic search of the literature according to the PRISMA guidelines was conducted on the databases Pubmed, Web of Science, Cochrane Library, SportDiscus, and PsycInfo from their inception date till March 2021. Additionally, Google Scholar and refence lists of relevant publications were searched. A descriptive analysis of results was conducted. Results: The literature search identified a total of N = 1,215 records, 11 of which met the inclusion criteria and were analyzed in this review. A total of 621 participants aged 4 to 15 years participated in the studies. Exercise interventions included sport-specific activities, motor-coordinative exercises, high-intensity functional training or spatial orientation/navigation training. Five studies evaluated training effects on mental rotation performance (i.e., Mental Rotation Test), four studies investigated visuo-spatial working memory function/spatial memory (i.e., Corsi Block Test, Virtual Reality Morris Water Maze) and two studies tested spatial orientation capacity (i.e., Orientation-Running Test). Overall, results show a potential for improvement of spatial abilities through physical exercise interventions. However, keeping the diversity of study designs, populations and outcomes in mind, findings need to be interpreted with care. Conclusions: Despite growing interest on the effects of physical exercise interventions on spatial abilities and promising findings of available studies, evidence to date remains limited. Future research is needed to establish how spatial ability development of healthy children and adolescents can be positively supported.
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Affiliation(s)
- Christina Morawietz
- Division of Movement and Training Sciences/Biomechanics of Sport, University of Duisburg-Essen, Essen, Germany
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The effect of stereotype threat on females’ spatial perspective taking and the mediating role of executive functions. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01849-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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34
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Doerr EM, Carretti B, Toffalini E, Lanfranchi S, Meneghetti C. Developmental Trajectories in Spatial Visualization and Mental Rotation in Individuals with Down Syndrome. Brain Sci 2021; 11:610. [PMID: 34068802 PMCID: PMC8150385 DOI: 10.3390/brainsci11050610] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Revised: 04/29/2021] [Accepted: 05/07/2021] [Indexed: 11/27/2022] Open
Abstract
BACKGROUND The analysis of developmental trajectories of visuospatial abilities in individuals with Down Syndrome (DS) remains an unexplored field of investigation to examine in depth. The study aimed to fill such a gap by examining changes in two visuospatial abilities: spatial visualization (the ability to manage spatial stimuli) and mental rotation (the ability to rotate spatial stimuli). METHOD Eighty-seven participants with DS, aged between 7 and 53 years (forty-seven males and forty females), completed spatial visualization and mental rotation tasks. Changes in these two abilities were analyzed in relation to chronological age and developmental level, the latter derived from Raven's Colored Progressive Matrices. RESULTS Chronological age was linearly associated with spatial visualization performance, whereas mental rotation performance increased until 14 years of age and then decreased. Developmental level was linearly associated with increased performance in spatial visualization, the trend in mental rotation was segmented with an increase after 5 years of age. Furthermore, developmental trajectories in mental rotation depended on the rotation degree. CONCLUSION Chronological age explains a modest quote of variance. Developmental level better describes changes in spatial visualization and mental rotation of individuals with DS.
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Affiliation(s)
- Elizabeth Maria Doerr
- Department of General Psychology, University of Padova, 35131 Padova, Italy; (B.C.); (E.T.); (C.M.)
| | - Barbara Carretti
- Department of General Psychology, University of Padova, 35131 Padova, Italy; (B.C.); (E.T.); (C.M.)
| | - Enrico Toffalini
- Department of General Psychology, University of Padova, 35131 Padova, Italy; (B.C.); (E.T.); (C.M.)
| | - Silvia Lanfranchi
- Department of Developmental Psychology and Socialization, University of Padova, 35131 Padova, Italy;
| | - Chiara Meneghetti
- Department of General Psychology, University of Padova, 35131 Padova, Italy; (B.C.); (E.T.); (C.M.)
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Alonso A, Genzel L, Gomez A. Sex and Menstrual Phase Influences on Sleep and Memory. CURRENT SLEEP MEDICINE REPORTS 2021. [DOI: 10.1007/s40675-020-00201-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2023]
Abstract
Abstract
Purposes of Review
This review highlights the effect of sex differences in sleep mediated memory consolidation and cognitive performance. In addition, the role of menstrual cycle and the fluctuating level of sexual hormones (mainly oestrogen and progesterone) are stressed.
Recent Findings
The literature indicates that sex hormones mediate and orchestrate the differences observed in performance of females in comparison with males in a variety of tasks and can also be related to how sleep benefits cognition. Although the exact mechanism of such influence is not clear, it most likely involves differential activation of brain areas, sensitivity to neuromodulators (mainly oestrogen), circadian regulation of sleep and temperature, as well as modification of strategies to solve tasks across the menstrual cycle.
Summary
With the evidence presented here, we hope to encourage researchers to develop appropriate paradigms to study the complex relationship between menstrual cycle, sleep (its regulation, architecture and electrophysiological hallmarks) and performance in memory and other cognitive tasks.
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Berkowitz M, Gerber A, Thurn CM, Emo B, Hoelscher C, Stern E. Spatial Abilities for Architecture: Cross Sectional and Longitudinal Assessment With Novel and Existing Spatial Ability Tests. Front Psychol 2021; 11:609363. [PMID: 33603693 PMCID: PMC7884773 DOI: 10.3389/fpsyg.2020.609363] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Accepted: 12/30/2020] [Indexed: 11/24/2022] Open
Abstract
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.
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Affiliation(s)
- Michal Berkowitz
- Department of Humanities, Social and Political Sciences, ETH Zurich, Zurich, Switzerland
| | - Andri Gerber
- ZHAW School of Architecture, Design and Civil Engineering, Institute of Urban Landscape, Winterthur, Switzerland
| | - Christian M Thurn
- Department of Humanities, Social and Political Sciences, ETH Zurich, Zurich, Switzerland
| | - Beatrix Emo
- ZHAW School of Architecture, Design and Civil Engineering, Institute of Urban Landscape, Winterthur, Switzerland.,Department of Humanities, Social and Political Sciences, ETH Zurich, Zurich, Switzerland
| | - Christoph Hoelscher
- Department of Humanities, Social and Political Sciences, ETH Zurich, Zurich, Switzerland
| | - Elsbeth Stern
- Department of Humanities, Social and Political Sciences, ETH Zurich, Zurich, Switzerland
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37
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Navigational Needs and Preferences of Hospital Patients and Visitors: What Prospects for Smart Technologies? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18030974. [PMID: 33499322 PMCID: PMC7908200 DOI: 10.3390/ijerph18030974] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/26/2020] [Revised: 01/04/2021] [Accepted: 01/18/2021] [Indexed: 11/27/2022]
Abstract
In this paper, we map navigational needs and preferences of patients and visitors to evaluate the appropriateness of a smartphone navigation application in the hospital in contrast to other, more traditional navigational cues. We test the effects of sociodemographic variables (age, gender, education) on wayfinding strategies and preferences of respondents (using chi2 tests). Empirical research is based on the survey among 928 patients/visitors of the Vítkovice Hospital in Ostrava, Czechia. We found a relatively weak association between gender and wayfinding—no major differences between men and women in navigational preferences were found. Age was the most important predictor of wayfinding. Respondents in the over-60-year age group were characteristic of a lower interest in changes of the navigational system and low willingness to use mobile applications for navigation—people between 41 years and 60 years were the biggest supporters of changes. Correspondingly, demand for improvement of navigation (including a mobile application) was positively correlated with educational level.
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38
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Zelazo PD, Lourenco SF, Frank MC, Elison JT, Heaton RK, Wellman HM, Slotkin J, Kharitonova M, Reznick JS. Measurement of Cognition for the National Children's Study. Front Pediatr 2021; 9:603126. [PMID: 34136435 PMCID: PMC8200393 DOI: 10.3389/fped.2021.603126] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/05/2020] [Accepted: 05/04/2021] [Indexed: 12/03/2022] Open
Abstract
The National Children's Study Cognitive Health Domain Team developed detailed plans for assessing cognition longitudinally from infancy to early adulthood. These plans identify high-priority aspects of cognition that can be measured efficiently and effectively, and we believe they can serve as a model for future large-scale longitudinal research. For infancy and toddlerhood, we proposed several paradigms that collectively allowed us to assess six broad cognitive constructs: (1) executive function skills, (2) episodic memory, (3) language, (4) processing speed, (5) spatial and numerical processing, and (6) social cognition. In some cases, different trial sequences within a paradigm allow for the simultaneous assessment of multiple cognitive skills (e.g., executive function skills and processing speed). We define each construct, summarize its significance for understanding developmental outcomes, discuss the feasibility of its assessment throughout development, and present our plan for measuring specific skills at different ages. Given the need for well-validated, direct behavioral measures of cognition that can be used in large-scale longitudinal studies, especially from birth to age 3 years, we also initiated three projects focused on the development of new measures.
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Affiliation(s)
- Philip David Zelazo
- Institute of Child Development, University of Minnesota, Minneapolis, MN, United States
| | - Stella F Lourenco
- Department of Psychology, Emory University, Atlanta, GA, United States
| | - Michael C Frank
- Department of Psychology, Stanford University, Palo Alto, CA, United States
| | - Jed T Elison
- Institute of Child Development, University of Minnesota, Minneapolis, MN, United States
| | - Robert K Heaton
- Department Psychiatry, University of California, San Diego, San Diego, CA, United States
| | - Henry M Wellman
- Department of Psychology, University of Michigan, Ann Arbor, MI, United States
| | - Jerry Slotkin
- Center for Health Research and Translation, University of Delaware, Newark, DE, United States
| | | | - J Steven Reznick
- Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
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39
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Barbe MF, Loomis R, Lepkowsky AM, Forman S, Zhao H, Gordon J. A longitudinal characterization of sex-specific somatosensory and spatial memory deficits in HIV Tg26 heterozygous mice. PLoS One 2020; 15:e0244725. [PMID: 33382797 PMCID: PMC7775086 DOI: 10.1371/journal.pone.0244725] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Accepted: 12/15/2020] [Indexed: 12/14/2022] Open
Abstract
The pathogenesis of human immunodeficiency virus associated neurological disorders is still not well understood, yet is known to result in neurological declines despite combination anti-retroviral therapy. HIV-1 transgenic (Tg26) mice contain integrated non-infectious HIV-1 proviral DNA. We sought to assess the integrity of neurocognitive function and sensory systems in HIV-1 Tg26 mice using a longitudinal design, in both sexes, to examine both age- and sex-related disease progression. General neurological reflexive testing showed only acclimation to repeated testing by all groups. Yet, at 2.5 months of age, female Tg26 +/- mice showed hyposensitivity to noxious hot temperatures, compared to wild types (both sexes) and male Tg26 +/- mice, that worsened by 10 months of age. Female Tg26 +/- mice had short-term spatial memory losses in novel object location memory testing at 2.5 and 7 months, compared to female wild types; changes not observed in male counterparts. Female Tg26 +/- mice showed mild learning deficits and short- and long-term spatial memory deficits in olfactory and visually cued Barnes Maze testing at 3 months of age, yet greater learning and memory deficits by 8 months. In contrast, male Tg26 +/- mice displayed no learning deficits and fewer spatial memory deficits (mainly heading errors in nontarget holes). Thus, greater sex-specific temperature hyposensitivity and spatial memory declines were observed in female HIV Tg26 +/- mice, than in male Tg26 +/- mice, or their wild type littermates, that increased with aging. Additionally, tibial bones were examined using ex vivo micro-CT after tissue collection at 11 months. Sex-dependent increases in bone volume and trabecular number were seen in males, matching their greater weights at this age. These results indicate that HIV-1 Tg26 mice is a promising model in which to study neuropathic mechanisms underlying peripheral pathology as well as cognitive deficits seen with HIV.
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Affiliation(s)
- Mary F. Barbe
- Department of Anatomy and Cell Biology, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, United States of America
- Comprehensive NeuroAIDS Center, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, United States of America
- * E-mail: ,
| | - Regina Loomis
- Comprehensive NeuroAIDS Center, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, United States of America
- Department of Neuroscience and Center for Neurovirology, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, United States of America
| | - Adam M. Lepkowsky
- Department of Anatomy and Cell Biology, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, United States of America
| | - Steven Forman
- Department of Anatomy and Cell Biology, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, United States of America
| | - Huaqing Zhao
- Department of Clinical Sciences, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, United States of America
| | - Jennifer Gordon
- Comprehensive NeuroAIDS Center, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, United States of America
- Department of Neuroscience and Center for Neurovirology, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, United States of America
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40
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Wu D, Sun J. Exploring the Relationship Between Parental Involvement, Paper Folding Skills, and Early Spatial Ability: A Mediation Model. Front Psychol 2020; 11:568439. [PMID: 33343448 PMCID: PMC7746798 DOI: 10.3389/fpsyg.2020.568439] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Accepted: 11/09/2020] [Indexed: 11/13/2022] Open
Abstract
Paper folding is a common activity in East Asian kindergartens, but its potential value to early spatial skills have not been empirically explored. This study aims to investigate whether and how paper folding skills can predict spatial ability (SA) in the early years. Altogether 101 preschoolers (Ngirl = 45, Mage = 4.54, SD = 0.75) were randomly sampled from two Hong Kong kindergartens and invited to complete the map-use and the paper folding tasks. The paper folding task taps two levels of children’s paper folding skills: Basic Folding Skill (BFS) and Advanced Folding Skill (AFS). The parents reported the demographic information and their involvement in spatial activities at home. The results indicated the following: (1) there was a significant age-related increase in the paper folding performance; (2) child age could significantly predict both BFS (β = 0.551, p < 0.001) and AFS (β = 0.627, p < 0.001), while parental involvement could only predict BFS (β = 0.246, p < 0.001); (3) after controlling for confounders, paper folding skills could significantly predict SA as measured by the map-use task; (4) BFS was found to mediate the relationship between parental involvement and SA. The educational implications of these findings are also discussed.
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Affiliation(s)
- Dandan Wu
- School of Education, Macquarie University, Sydney, NSW, Australia
| | - Jin Sun
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong
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41
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Switching between the Forest and the Trees: The Contribution of Global to Local Switching to Spatial Constructional Abilities in Typically Developing Children. Brain Sci 2020; 10:brainsci10120955. [PMID: 33317055 PMCID: PMC7764214 DOI: 10.3390/brainsci10120955] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2020] [Revised: 11/29/2020] [Accepted: 12/07/2020] [Indexed: 11/17/2022] Open
Abstract
Background: Spatial analysis encompasses the ability to perceive the visual world by arranging the local elements (“the trees”) into a coherent global configuration (“the forest”). During childhood, this ability gradually switches from a local to a global precedence, which contributes to changes in children’s spatial construction abilities, such as drawing or building blocks. At present, it is not clear whether enhanced global or local processing or, alternatively, whether switching between these two levels best accounts for children’s spatial constructional abilities. Methods: We assessed typically developing children 7 to 8 years old on a global/local switching task and on two widely used spatial construction tasks (the Rey–Osterrieth Complex Figure and the Block Design test). Results: The ability to switch from global to local level, rather than a global or a local advantage, best accounted for children’s performance on both spatial construction tasks. Conclusions: The present findings contribute to elucidate the relationship between visual perception and spatial construction in children showing that the ease with which children switch perception from global to local processing is an important factor in their performance on tasks requiring complex drawing and block assembling.
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42
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Zhao S, Wang G, Yan T, Xiang J, Yu X, Li H, Wang B. Sex Differences in Anatomical Rich-Club and Structural-Functional Coupling in the Human Brain Network. Cereb Cortex 2020; 31:1987-1997. [PMID: 33230551 DOI: 10.1093/cercor/bhaa335] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 09/28/2020] [Accepted: 10/14/2020] [Indexed: 01/01/2023] Open
Abstract
Structural and functional differences between the brains of female and male adults have been well documented. However, potential sex differences in the patterns of rich-club organization and the coupling between their structural connectivity (SC) and functional connectivity (FC) remain to be determined. In this study, functional magnetic resonance imaging and diffusion tensor imaging techniques were combined to examine sex differences in rich-club organization. Females had a stronger SC-FC coupling than males. Moreover, stronger SC-FC coupling in the females was primarily located in feeder connections and non-rich-club nodes of the left inferior frontal gyrus and inferior parietal lobe and the right superior frontal gyrus and superior parietal gyrus, whereas higher coupling strength in males was primarily located in rich-club connections and rich-club node of the right insula, and non-rich-club nodes of the left hippocampus and the right parahippocampal gyrus. Sex-specific patterns in correlations were also shown between SC-FC coupling and cognitive function, including working memory and reasoning ability. The topological changes in rich-club organization provide novel insight into sex-specific effects on white matter connections that underlie a potential network mechanism of sex-based differences in cognitive function.
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Affiliation(s)
- Shuo Zhao
- School of Psychology, Shenzhen University, Shenzhen 518061, China.,Faculty of Human Health Science, Graduate School of Medicine, Kyoto University, Kyoto 606-8507, Japan
| | - Gongshu Wang
- College of Information and Computer, Taiyuan University of Technology, Taiyuan 030024, China
| | - Ting Yan
- Teranslational Medicine Research Center, Shanxi Medical University, Taiyuan 030001, China
| | - Jie Xiang
- College of Information and Computer, Taiyuan University of Technology, Taiyuan 030024, China
| | - Xuexue Yu
- College of Information and Computer, Taiyuan University of Technology, Taiyuan 030024, China
| | - Hong Li
- School of Psychology, Shenzhen University, Shenzhen 518061, China
| | - Bin Wang
- College of Information and Computer, Taiyuan University of Technology, Taiyuan 030024, China
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Ralph YK, Berinhout K, Maguire MJ. Gender differences in mothers' spatial language use and children's mental rotation abilities in Preschool and Kindergarten. Dev Sci 2020; 24:e13037. [PMID: 32931085 DOI: 10.1111/desc.13037] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2019] [Revised: 07/18/2020] [Accepted: 08/29/2020] [Indexed: 01/30/2023]
Abstract
Mental rotation has emerged as an important predictor of success in Science, Technology, Engineering, and Math (STEM). By the age of 4.5 years, boys outperform girls in these abilities. Because parents use less spatial language with girls at this age (Pruden and Levine, 2017), the amount of spatial language that children are exposed to at home is believed to be one potential contributor to this disparity in preschool age children. To date, it is unclear if this gender difference continues when children enter school. To address this question in this study, children not yet in kindergarten (PreK) and kindergarten and first grade children (K+) were recorded playing with their mothers using magnetic tile toys followed by children's completion of a mental rotation task. As expected, mothers used more spatial language with PreK boys than girls; however, this relationship reversed in K+, with mothers using significantly more spatial language with girls than boys. Surprisingly, despite this, boys outperformed girls on the mental rotation task. These findings suggest that although girls' exposure to spatial language is higher after entry into school, this language difference is not reflected in increases in mental rotation abilities. Thus, earlier exposure to spatial language may be vital for the development of mental rotation abilities.
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Affiliation(s)
- Yvonne K Ralph
- Callier Center for Communication Disorders, The University of Texas, Dallas, Texas, USA
| | - Kate Berinhout
- Callier Center for Communication Disorders, The University of Texas, Dallas, Texas, USA
| | - Mandy J Maguire
- Callier Center for Communication Disorders, The University of Texas, Dallas, Texas, USA
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Alvarez-Vargas D, Abad C, Pruden SM. Spatial anxiety mediates the sex difference in adult mental rotation test performance. Cogn Res Princ Implic 2020; 5:31. [PMID: 32712746 PMCID: PMC7382671 DOI: 10.1186/s41235-020-00231-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2019] [Accepted: 05/12/2020] [Indexed: 11/10/2022] Open
Abstract
Mental rotation ability is associated with successful advances in STEM (science, technology, engineering, and mathematics) education and occupations. Meta-analyses have shown consistent sex disparities in mental rotation, where men outperform women on one measure of mental rotation ability, the Mental Rotations Test (MRT). Spatial anxiety, or the fear and apprehension felt when completing a task that requires spatial thinking, was proposed as a mechanism explaining the relation between sex and mental rotation test performance. This study modified the Spatial Anxiety Scale (SAS) to include questions about how anxious individuals feel when they must mentally rotate items to accomplish a task (e.g., playing Tetris). An exploratory factor analysis was conducted to assess the factorial structure of the modified spatial anxiety scale. Three factor loadings were extracted representing the ability to navigate, mentally rotate objects, and visualize objects. Furthermore, we analyzed the role of spatial anxiety and trait anxiety as potential mediators of the relation between participant sex and mental rotation performance. Spatial anxiety partially mediated the link between the sex of the participants and the MRT performance controlling for trait anxiety. Only navigation and mental rotation anxiety significantly mediated the relation between participant sex and mental rotation performance. We posit spatial anxiety as a barrier to efficient and accurate spatial thinking, and suggest that reducing spatial anxiety has the potential to improve spatial skills and reduce sex differences in mental rotation test performance. To ascertain this, an experimental design can determine whether a reduction in spatial anxiety causes changes in mental rotation test scores.
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Affiliation(s)
| | - Carla Abad
- Psychology Department, Florida International University, Miami, FL USA
| | - Shannon M. Pruden
- Psychology Department, Florida International University, Miami, FL USA
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Malanchini M, Rimfeld K, Shakeshaft NG, McMillan A, Schofield KL, Rodic M, Rossi V, Kovas Y, Dale PS, Tucker-Drob EM, Plomin R. Evidence for a unitary structure of spatial cognition beyond general intelligence. NPJ SCIENCE OF LEARNING 2020; 5:9. [PMID: 32655883 PMCID: PMC7331750 DOI: 10.1038/s41539-020-0067-8] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2019] [Accepted: 05/08/2020] [Indexed: 05/12/2023]
Abstract
Performance in everyday spatial orientation tasks (e.g., map reading and navigation) has been considered functionally separate from performance on more abstract object-based spatial abilities (e.g., mental rotation and visualization). However, few studies have examined the link between spatial orientation and object-based spatial skills, and even fewer have done so including a wide range of spatial tests. To examine this issue and more generally to test the structure of spatial ability, we used a novel gamified battery to assess six tests of spatial orientation in a virtual environment and examined their association with ten object-based spatial tests, as well as their links to general cognitive ability (g). We further estimated the role of genetic and environmental factors in underlying variation and covariation in these spatial tests. Participants (N = 2660; aged 19-22) were part of the Twins Early Development Study. The six tests of spatial orientation clustered into a single 'Navigation' factor that was 64% heritable. Examining the structure of spatial ability across all 16 tests, three, substantially correlated, factors emerged: Navigation, Object Manipulation, and Visualization. These, in turn, loaded strongly onto a general factor of Spatial Ability, which was highly heritable (84%). A large portion (45%) of this high heritability was independent of g. The results point towards the existence of a common genetic network that supports all spatial abilities.
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Affiliation(s)
- Margherita Malanchini
- Department of Biological and Experimental Psychology, Queen Mary university of London, London, UK
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
- Population Research Center, The University of Texas at Austin, Austin, USA
| | - Kaili Rimfeld
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| | - Nicholas G. Shakeshaft
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| | - Andrew McMillan
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| | - Kerry L. Schofield
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| | - Maja Rodic
- InLab, Department of Psychology, Goldsmiths University of London, London, UK
| | | | - Yulia Kovas
- InLab, Department of Psychology, Goldsmiths University of London, London, UK
- Laboratory for Cognitive Investigations and Behavioural Genetics, Tomsk, Russia
| | - Philip S. Dale
- Department of Speech and Hearing Sciences, University of New Mexico, Albuquerque, USA
| | - Elliot M. Tucker-Drob
- Population Research Center, The University of Texas at Austin, Austin, USA
- Department of Psychology, The University of Texas at Austin, Austin, USA
| | - Robert Plomin
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
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Walter KV, Conroy-Beam D, Buss DM, Asao K, Sorokowska A, Sorokowski P, Aavik T, Akello G, Alhabahba MM, Alm C, Amjad N, Anjum A, Atama CS, Atamtürk Duyar D, Ayebare R, Batres C, Bendixen M, Bensafia A, Bizumic B, Boussena M, Butovskaya M, Can S, Cantarero K, Carrier A, Cetinkaya H, Croy I, Cueto RM, Czub M, Dronova D, Dural S, Duyar I, Ertugrul B, Espinosa A, Estevan I, Esteves CS, Fang L, Frackowiak T, Garduño JC, González KU, Guemaz F, Gyuris P, Halamová M, Herak I, Horvat M, Hromatko I, Hui CM, Jaafar JL, Jiang F, Kafetsios K, Kavčič T, Kennair LEO, Kervyn N, Khanh Ha TT, Khilji IA, Köbis NC, Lan HM, Láng A, Lennard GR, León E, Lindholm T, Linh TT, Lopez G, Van Luot N, Mailhos A, Manesi Z, Martinez R, McKerchar SL, Meskó N, Misra G, Monaghan C, Mora EC, Moya-Garófano A, Musil B, Natividade JC, Niemczyk A, Nizharadze G, Oberzaucher E, Oleszkiewicz A, Omar-Fauzee MS, Onyishi IE, Özener B, Pagani AF, Pakalniskiene V, Parise M, Pazhoohi F, Pisanski A, Pisanski K, Ponciano E, Popa C, Prokop P, Rizwan M, Sainz M, Salkičević S, Sargautyte R, Sarmány-Schuller I, Schmehl S, Sharad S, Siddiqui RS, Simonetti F, Stoyanova SY, Tadinac M, Varella MAC, Vauclair CM, Vega LD, Widarini DA, Yoo G, Zat'ková M, Zupančič M. Sex Differences in Mate Preferences Across 45 Countries: A Large-Scale Replication. Psychol Sci 2020; 31:408-423. [PMID: 32196435 DOI: 10.1177/0956797620904154] [Citation(s) in RCA: 99] [Impact Index Per Article: 24.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Considerable research has examined human mate preferences across cultures, finding universal sex differences in preferences for attractiveness and resources as well as sources of systematic cultural variation. Two competing perspectives-an evolutionary psychological perspective and a biosocial role perspective-offer alternative explanations for these findings. However, the original data on which each perspective relies are decades old, and the literature is fraught with conflicting methods, analyses, results, and conclusions. Using a new 45-country sample (N = 14,399), we attempted to replicate classic studies and test both the evolutionary and biosocial role perspectives. Support for universal sex differences in preferences remains robust: Men, more than women, prefer attractive, young mates, and women, more than men, prefer older mates with financial prospects. Cross-culturally, both sexes have mates closer to their own ages as gender equality increases. Beyond age of partner, neither pathogen prevalence nor gender equality robustly predicted sex differences or preferences across countries.
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Affiliation(s)
- Kathryn V Walter
- Department of Psychological and Brain Sciences, University of California, Santa Barbara
| | - Daniel Conroy-Beam
- Department of Psychological and Brain Sciences, University of California, Santa Barbara
| | - David M Buss
- Department of Psychology, University of Texas at Austin
| | - Kelly Asao
- Department of Psychology, University of Texas at Austin
| | - Agnieszka Sorokowska
- Institute of Psychology, University of Wroclaw
- Department of Otorhinolaryngology, Smell & Taste Clinic, Technische Universität Dresden
| | | | - Toivo Aavik
- Institute of Psychology, University of Tartu
| | - Grace Akello
- Department of Mental Health, Faculty of Medicine, Gulu University
| | | | | | - Naumana Amjad
- Institute of Applied Psychology, University of the Punjab
| | - Afifa Anjum
- Institute of Applied Psychology, University of the Punjab
| | | | | | | | | | - Mons Bendixen
- Department of Psychology, Norwegian University of Science and Technology
| | - Aicha Bensafia
- Laboratory Education-Formation-Travail (EFORT), Department of Sociology, University of Algiers
| | - Boris Bizumic
- Research School of Psychology, Australian National University
| | - Mahmoud Boussena
- Laboratory EFORT, Department of Psychology and Educational Sciences, University of Algiers
| | - Marina Butovskaya
- Institute of Ethnology and Anthropology, Russian Academy of Sciences
- Center for Social Anthropology, Russian State University for the Humanities
| | - Seda Can
- Department of Psychology, Izmir University of Economics
| | - Katarzyna Cantarero
- Social Behavior Research Center, Faculty in Wroclaw, SWPS University of Social Sciences and Humanities
| | - Antonin Carrier
- Psychology Faculty (Center for the Study of Social Behavior), Université Catholique de Louvain
| | | | - Ilona Croy
- Department of Psychotherapy and Psychosomatic Medicine, Technische Universität Dresden
| | - Rosa María Cueto
- Grupo de Psicología Política y Social, Departamento de Psicología, Pontificia Universidad Católica del Perú
| | - Marcin Czub
- Institute of Psychology, University of Wroclaw
| | - Daria Dronova
- Institute of Ethnology and Anthropology, Russian Academy of Sciences
| | - Seda Dural
- Department of Psychology, Izmir University of Economics
| | - Izzet Duyar
- Department of Anthropology, Istanbul University
| | | | - Agustín Espinosa
- Grupo de Psicología Política y Social, Departamento de Psicología, Pontificia Universidad Católica del Perú
| | | | - Carla Sofia Esteves
- Instituto Superior de Ciências do Trabalho e da Empresa, Instituto Universitário de Lisboa (ISCTE-IUL), Centro de Investigação e Intervenção Social, Instituto Universitário de Lisboa (CIS-IUL)
| | - Luxi Fang
- Department of Psychology, Chinese University of Hong Kong
| | | | - Jorge Contreras Garduño
- Escuela Nacional de Estudios Superiores, Universidad Nacional Autónoma de México (UNAM), Unidad Morelia
| | | | - Farida Guemaz
- Laboratory EFORT, Department of Psychology and Educational Sciences, University of Setif
| | | | - Mária Halamová
- Faculty of Social Sciences and Health Care, Department of Psychological Sciences, Constantine the Philosopher University
| | - Iskra Herak
- Louvain Research Institute in Management and Organisations, Université Catholique de Louvain
| | - Marina Horvat
- Faculty of Arts, Department of Psychology, University of Maribor
| | - Ivana Hromatko
- Department of Psychology, Faculty for Humanities and Social Sciences, University of Zagreb
| | - Chin-Ming Hui
- Department of Psychology, Chinese University of Hong Kong
| | - Jas Laile Jaafar
- Department of Educational Psychology and Counseling, University of Malaya
| | - Feng Jiang
- Organization and Human Resource Management, Central University of Finance and Economics
| | | | - Tina Kavčič
- Faculty of Education, University of Primorska
| | | | - Nicolas Kervyn
- Louvain Research Institute in Management and Organisations, Université Catholique de Louvain
| | - Truong Thi Khanh Ha
- Department of Psychology, University of Social Sciences and Humanities, Vietnam National University, Hanoi
| | - Imran Ahmed Khilji
- Department of Psychology, Islamabad Model College for Boys, F-10/4, Islamabad
| | - Nils C Köbis
- Department of Economics, Center for Research in Experimental Economics and Political Decision Mating, University of Amsterdam
| | - Hoang Moc Lan
- Department of Psychology, University of Social Sciences and Humanities, Vietnam National University, Hanoi
| | | | | | - Ernesto León
- Grupo de Psicología Política y Social, Departamento de Psicología, Pontificia Universidad Católica del Perú
| | | | - Trinh Thi Linh
- Department of Psychology, University of Social Sciences and Humanities, Vietnam National University, Hanoi
| | - Giulia Lopez
- Department of Psychology, Università Cattolica del Sacro Cuore
| | - Nguyen Van Luot
- Department of Psychology, University of Social Sciences and Humanities, Vietnam National University, Hanoi
| | | | - Zoi Manesi
- Department of Experimental and Applied Psychology, Vrije Universiteit Amsterdam
| | | | | | | | | | - Conal Monaghan
- Research School of Psychology, Australian National University
| | - Emanuel C Mora
- Department of Animal and Human Biology, Faculty of Biology, University of Havana
| | | | - Bojan Musil
- Department of Psychology, Faculty of Arts, University of Maribor
| | | | | | | | | | - Anna Oleszkiewicz
- Institute of Psychology, University of Wroclaw
- Department of Otorhinolaryngology, Smell & Taste Clinic, Technische Universität Dresden
| | | | | | | | | | | | - Miriam Parise
- Department of Psychology, Università Cattolica del Sacro Cuore
| | - Farid Pazhoohi
- Department of Psychology, University of British Columbia
| | - Annette Pisanski
- Department of Animal and Human Biology, Faculty of Biology, University of Havana
| | - Katarzyna Pisanski
- Institute of Psychology, University of Wroclaw
- Equipe de Neuro-Ethologie Sensorielle (ENES), Centre de Recherche en Neurosciences de Lyon (CRNL), Centre National de la Recherche Scientifique (CNRS), University of Lyon/Saint-Étienne
| | - Edna Ponciano
- Institute of Psychology, University of the State of Rio de Janeiro
| | - Camelia Popa
- Department of Psychology, Faculty for Humanities and Social Sciences, Universitatea Nationala de Arta Teatrala si Cinematografica-Centrul Internațional de Cercetare şi Educație în Tehnologii Inovativ Creative (UNATC-CINETIc), Romanian Academy
| | - Pavol Prokop
- Department of Environmental Ecology, Faculty of Natural Sciences, Comenius University
- Institute of Zoology, Slovak Academy of Sciences
| | | | - Mario Sainz
- School of Psychology, University of Monterrey
| | - Svjetlana Salkičević
- Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb
| | | | - Ivan Sarmány-Schuller
- Center for Social and Psychological Sciences, Institute of Experimental Psychology, Slovak Academy of Sciences
| | | | - Shivantika Sharad
- Department of Applied Psychology, Vivekananda College, University of Delhi
| | | | | | | | - Meri Tadinac
- Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb
| | | | - Christin-Melanie Vauclair
- Instituto Superior de Ciências do Trabalho e da Empresa, Instituto Universitário de Lisboa (ISCTE-IUL), Centro de Investigação e Intervenção Social, Instituto Universitário de Lisboa (CIS-IUL)
| | | | - Dwi Ajeng Widarini
- Faculty of Communication, University Prof. Dr Moestopo (Beragama), Jakarta, 10270, Indonesia
| | - Gyesook Yoo
- Department of Child and Family Studies, Kyung Hee University
| | - Marta Zat'ková
- Faculty of Social Sciences and Health Care, Department of Psychological Sciences, Constantine the Philosopher University
| | - Maja Zupančič
- Department of Psychology, Faculty of Arts, University of Ljubljana
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Zhang T, Chen C, Chen C, Wei W. Gender differences in the development of semantic and spatial processing of numbers. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020; 38:391-414. [PMID: 32212402 DOI: 10.1111/bjdp.12329] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2018] [Revised: 02/19/2020] [Indexed: 01/29/2023]
Abstract
This study recruited kindergarteners and first graders to investigate gender and grade differences in semantic and spatial processing of number magnitude. Results based on the Bayesian statistics showed that (1) there was extreme evidence in favour of grade differences in both semantic processing and spatial processing; (2) there were no gender differences in semantic processing; and (3) boys developed earlier than girls in spatial processing of numbers, especially for the more difficult task. These results are discussed in terms of gender differences in cognitive mechanisms underlying semantic and spatial processing of number magnitude.
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Affiliation(s)
- Tingyan Zhang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hang Zhou, China
| | - Chuansheng Chen
- Department of Psychology and Social Behavior, University of California, Irvine, California
| | - Chen Chen
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hang Zhou, China
| | - Wei Wei
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hang Zhou, China
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48
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Spatial Thinking in Infancy: Origins and Development of Mental Rotation Between 3 and 10 Months of Age. COGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS 2020; 5:10. [PMID: 32124099 PMCID: PMC7052106 DOI: 10.1186/s41235-020-00212-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/01/2019] [Accepted: 02/11/2020] [Indexed: 11/11/2022]
Abstract
Mental rotation (MR) is the ability to transform a mental representation of an object so as to accurately predict how the object would look from a different angle (Sci 171:701–703, 1971), and it is involved in a number of important cognitive and behavioral activities. In this review we discuss recent studies that have examined MR in infants and the development of MR across the first year after birth. These studies have produced many conflicting results, yet several tentative conclusions can be reached. First, MR may be operational in infants as young as 3 months of age. Second, there may be sex differences in MR performance in infancy, in general favoring males, as there are in children and in adults. Third, there appear to be multiple influences on infants’ MR performance, including infants’ motor activity, stimulus or task complexity, hormones, and parental attitudes. We conclude by calling for additional research to examine more carefully the causes and consequences of MR abilities early in life.
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Gender stereotypes and incremental beliefs in STEM and non-STEM students in three countries: relationships with performance in cognitive tasks. PSYCHOLOGICAL RESEARCH 2020; 85:554-567. [PMID: 31960121 DOI: 10.1007/s00426-019-01285-0] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2019] [Accepted: 12/30/2019] [Indexed: 12/19/2022]
Abstract
Women's underrepresentation in science, technology, engineering and mathematics (STEM) has been linked, among others, to gender stereotypes and ability-related beliefs as well as gender differences in specific cognitive abilities. However, the bulk of studies focused on gender stereotypes related to mathematics. The present study, therefore, aimed to map gender stereotypes and incremental beliefs (i.e., the conviction about modifiability) with respect to a wide range of stereotypical male-favouring and female-favouring abilities. Gender stereotypes and incremental beliefs were assessed with self-report questionnaires in 132 STEM students (65 women) and 124 non-STEM students (73 women) in three European countries ranked in the top, middle, and bottom of the Global Gender Gap Report. Moreover, a mental rotation and a verbal fluency test were completed. Men endorsed male-favouring stereotypes more than women, and women endorsed female-favouring stereotypes more than men, an effect that was most pronounced in the country with the larger gender gap. Male STEM students endorsed male-favouring stereotypes more strongly than male non-STEM and female STEM students. Male non-STEM students endorsed female-favouring stereotypes less than female and male STEM students. Female STEM students reported higher incremental beliefs than female non-STEM students, especially in the country with the lowest gender gap. Men outperformed women, and STEM students outperformed non-STEM in mental rotation, while women outperformed men in verbal fluency. Male STEM students' stronger endorsement of male-favouring stereotypes might reflect genuine group differences, at least in mental rotation. While potentially such gender stereotypes can help creating a "chilly climate" where women in academic STEM degrees are expected to perform poorly, those women believed more in the possibility to change and improve in male-favouring abilities which could help them to overcome the potential negative effect of stereotyping.
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50
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Kahl T, Grob A, Segerer R, Möhring W. Executive Functions and Visual-Spatial Skills Predict Mathematical Achievement: Asymmetrical Associations Across Age. PSYCHOLOGICAL RESEARCH 2019; 85:36-46. [PMID: 31560097 DOI: 10.1007/s00426-019-01249-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2019] [Accepted: 09/14/2019] [Indexed: 10/25/2022]
Abstract
Children's mathematical achievement depends on their domain-specific abilities and their domain-general skills such as executive functions (EFs) and visual-spatial skills (VSS). Research indicates that these two domain-general skills predict mathematical achievement. However, it is unclear whether these skills are differently associated with mathematical achievement across a large age range. The current cross-sectional study answered this question using a large, representative sample aged 5-20 years (N = 1754). EFs, VSS, and mathematical achievement were assessed using the Intelligence and Development Scales-2. Hierarchical regression analyses were computed with EFs and VSS as predictor variables and mathematical achievement as dependent variable. We examined (non-) linear effects and interactions of EFs and VSS with age. Results indicated that EFs and VSS were distinctly associated with mathematical achievement above and beyond effects of age, sex, maternal education, and verbal reasoning. Effects of EFs were linear and age-invariant. Effects of VSS were curvilinear and stronger in adolescents than in children. Our results indicated that EFs and VSS related differently to mathematical proficiency across age, suggesting a varying impact on mathematics across age.
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Affiliation(s)
- Tobias Kahl
- Department of Psychology, Developmental and Personality Psychology, University of Basel, Missionstrasse 62, 4055, Basel, Switzerland.
| | - Alexander Grob
- Department of Psychology, Developmental and Personality Psychology, University of Basel, Missionstrasse 62, 4055, Basel, Switzerland
| | - Robin Segerer
- Department of Psychology, Developmental and Personality Psychology, University of Basel, Missionstrasse 62, 4055, Basel, Switzerland
| | - Wenke Möhring
- Department of Psychology, Developmental and Personality Psychology, University of Basel, Missionstrasse 62, 4055, Basel, Switzerland
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