Does mindfulness help to overcome stereotype threat in mental rotation in younger and older adolescents?

A short mindfulness induction might increase women's mental rotation performance

The study aimed to investigate the effects of an embodied mindfulness treatment on chronometric mental rotation. Forty-four women and 47 men participated and were randomly divided into two groups: a mindfulness induction group and a control group. They completed two sets of 150 mental rotation tasks with cube figures each. Subjective cognitive effort (measured after each block), reaction time, and accuracy were analyzed using linear mixed models with the factors of time, mindfulness, angular disparity, and gender. The significant finding was a three-way interaction between pre-post testing, mindfulness, and gender for reaction times. This interaction suggests that women might benefit more from the mindfulness induction, while men may benefit more from the control condition. The analysis of subjective cognitive effort indicates that women and men perceive the same cognitive effort when solving cube-figure tasks.

Self-concept explains gender differences in mental rotation performance after stereotype activation

Introduction

Mental rotation is an ability that usually displays robust and large gender differences in favor of boys and men. When participants are told that males outperform females, it can result in worse performance for females (stereotype threat effect) and better performance for males (stereotype lift effect). Because various studies show different results for the effect of stereotype activation, the present study aimed to investigate whether adolescents’ self-concept would moderate stereotype activation effects.

Methods

127 adolescents (61 male, 66 female) between 10 and 18  years (M = 13.54, SD = 1.99) solved the mental rotation test and filled out a questionnaire about their perceived performance, stereotype beliefs, and self-concept.

Results

Results showed that self-concept and stereotype activation affected male and female adolescents’ actual and perceived performance differently. For males, a better self-concept was associated with better performance in adolescents with stereotype activation and with lower performance in those without the activation. This interaction was only marginally significant. For females, an increasing self-concept was associated with worse performance in adolescents with stereotype activation and with better performance in those without activation. Furthermore, a better self-concept was associated with higher perceived performance in male adolescents with stereotype activation and with lower perceived performance without the activation.

Discussion

Reasons for these results could be the (in)congruence between males’ own perception of their abilities (self-concept) and the instruction of the activation.

The inhibition of mirror generalization of letters in school-aged children

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: 1^st-2^nd (literacy acquisition; N = 70, 33 females) and 3^rd-5^th (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.