Spatial anxiety and self-confidence mediate sex/gender differences in mental rotation

Biological mechanism of sex differences in mental rotation: Evidence from multimodal MRI, transcriptomic and receptor/transporter data

Sex differences in mental rotation are a well-documented phenomenon in cognitive research, with implications for the differing prevalence of neuropsychiatric disorders such as autism spectrum disorder (ASD), Alzheimer's disease (AD) and major depressive disorder (MDD) between the sexes. Despite extensive documentation, the biological mechanism underpinning these differences remain elusive. This study aimed to elucidate neural, genetic, and molecular bases of these disparities in mental rotation by integrating data from multimodal magnetic resonance imaging (MRI), transcriptomic and receptor/transporter. We first calculated the dynamic regional homogeneity (dReHo), gray matter volume (GMV) and fractional anisotropy (FA) in voxel-wise manner and parceled them into 246 brain regions based on Brainnetome Atlas. Subsequent analyses involved Pearson Correlations to examine the association between mental rotation performance and dReHo/GMV/FA and two-sample t-tests to delineate gender differences in these indices. Based on the above results, further mediation analysis was conducted to explore the relationship between sex, brain biomarkers and mental rotation. In addition, transcriptome-neuroimaging association analysis and correlation analysis between brain biomarkers and neurotransmitter receptor/transporter distribution were also performed to uncover genetic and molecular mechanisms contributing to the observed sex differences in mental rotation. We found correlations between mental rotation performance and dReHo, GMV and FA of the inferior parietal lobule (IPL) and superior temporal gyrus (STG) and sex effects on these brain biomarkers. Notably, the dReHo of the left IPL mediated the relationship between sex and mental rotation. Further correlation analysis revealed that the proton-coupled oligopeptide transporter PEPT2 (SLC15A2) and interleukin 17 receptor D (IL17RD) were associated with sex-related t-statistic maps and mental rotation-related r-statistic maps of dReHo. Moreover, γ-aminobutyric acid subtype A (GABAA) receptor availability was correlated with the r-statistic of dReHo, while norepinephrine transporter (NET) availability was correlated with its t-statistic. Serial mediation models revealed the indirect effect of these genes on the r-statistic maps through the transporter/receptor and t-statistic maps. Our findings provide novel insights into the biological mechanism underlying sex differences in mental rotation, identifying potential biomarkers for cognitive impairment and explaining variations in prevalence of certain mental disorders between the sexes. These results highlight the necessity of considering sex in research on mental health disorders.

"It's Different for Girls!" The Role of Anxiety, Physiological Arousal, and Subject Preferences in Primary School Children's Math and Mental Rotation Performance

(1) Background: This study examines the role of subjective anxiety (mathematics and spatial anxiety), along with physiological responses, in mathematics or math and mental rotation performance in 131 German primary school students (65 girls, 66 boys; Mean age = 8.73 years). (2) Method: Students' preference for math vs. German and their subjective anxiety were assessed using standardized questionnaires. Emotional reactivity was measured using the Galvanic Skin Response (GSR). Math performance was evaluated via percentage scored and completion times on number line estimation, word problems, and missing terms tasks. Spatial skills were assessed using a novel mental rotation task (nMRT) incorporating gender-congruent and -neutral stimuli. (3) Results: Girls outperformed boys on percentage scored on the math task but took longer to complete this. No gender differences were found in performance on the nMRT. Girls demonstrated higher math anxiety and were less likely to prefer math over German. Math anxiety predicted math scores and accuracy on the nMRT while gender predicted math performance and mental rotation response time. Subject preference was associated with longer completion times and emotional reactivity with longer response times. Girls' preference for math and lower emotional reactivity was linked to shorter completion times, while lower math anxiety predicted higher scores. In contrast, these factors did not affect boys' math performance. Additionally, subjective anxiety, emotional reactivity, or subject preference did not impact spatial performance for either gender. (4) Conclusions: Supporting mathematical self-efficacy and emotional regulation, especially in girls, is crucial for enhancing STEM outcomes in primary education. Gender-fair assessment in mental rotation reveals equitable spatial performance and reduces the impact of anxiety.

Perceptions of Skills Needed for STEM Jobs: Links to Academic Self-Concepts, Job Interests, Job Gender Stereotypes, and Spatial Ability in Young Adults

Gender gaps in spatial skills-a domain relevant to STEM jobs-have been hypothesized to contribute to women's underrepresentation in STEM fields. To study emerging adults' beliefs about skill sets and jobs, we asked college students (N = 300) about the relevance of spatial, mathematical, science and verbal skills for each of 82 jobs. Analyses of responses revealed four job clusters-quantitative, basic & applied science, spatial, and verbal. Students' ratings of individual jobs and job clusters were similar to judgments of professional job analysts (O*NET). Both groups connected STEM jobs to science, math, and spatial skills. To investigate whether students' interests in STEM and other jobs are related to their own self-concepts, beliefs about jobs, and spatial performance, we asked students in another sample (N = 292) to rate their self-concepts in various academic domains, rate personal interest in each of the 82 jobs, judge cultural gender stereotypes of those jobs, and complete a spatial task. Consistent with prior research, jobs judged to draw on math, science, or spatial skills were rated as more strongly culturally stereotyped for men than women; jobs judged to draw on verbal skills were more strongly culturally stereotyped for women than men. Structural equation modeling showed that for both women and men, spatial task scores directly (and indirectly through spatial self-concept) related to greater interest in the job cluster closest to the one O*NET labeled "STEM". Findings suggest that pre-college interventions that improve spatial skills might be effective for increasing spatial self-concepts and the pursuit of STEM careers among students from traditionally under-represented groups, including women.

Individual differences in emerging adults' spatial abilities: What role do affective factors play?

Spatial ability is defined as a cognitive or intellectual skill used to represent, transform, generate, and recall information of an object or the environment. Individual differences across spatial tasks have been strongly linked to science, technology, engineering, and mathematics (STEM) interest and success. Several variables have been proposed to explain individual differences in spatial ability, including affective factors such as one's confidence and anxiety. However, research is lacking on whether affective variables such as confidence and anxiety relate to individual differences in both a mental rotation task (MRT) and a perspective-taking and spatial orientation task (PTSOT). Using a sample of 100 college students completing introductory STEM courses, the present study investigated the effects of self-reported spatial confidence, spatial anxiety, and general anxiety on MRT and PTSOT. Spatial confidence, after controlling for effects of general anxiety and biological sex, was significantly related to performance on both the MRT and PTSOT. Spatial anxiety, after controlling for effects of general anxiety and biological sex, was not related to either PTSOT or MRT scores. Together these findings suggest some affective factors, but not others, contribute to spatial ability performance to a degree that merits advanced investigation in future studies.

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.