Gender Differences in Toddlers' Visual-Spatial Skills. Issue 3 (3rd July 2017)

• Record Type: Journal Article
• Authors: Kotsopoulos, Donna; Zambrzycka, Joanna; Makosz, Samantha
• Is Part Of: Mathematical thinking & learning. Volume 19:Issue 3(2017)
• Page Start: 167
• Page End: 180
• Publication Date: 2017-07-03
• Subjects: Mathematics -- Study and teaching -- Periodicals; 510.71
• DOI: 10.1080/10986065.2017.1328634
• Languages: English
• ISSNs: 1098-6065

Abstract

ABSTRACT: The purpose of the present study was to determine whether there are visual-spatial gender differences in two-year-olds, to investigate the environmental and cognitive factors that contribute to two-year-olds' visual-spatial skills, and to explore whether these factors differ for boys and girls. Children ( N = 63; M age = 28.17 months) were assessed on their visual-spatial skills and on measures related to visual-spatial skills: intelligence, quantitative reasoning, working memory, and home spatial activity engagement. Children's mothers were assessed on mental rotation ability. Results found no difference between boys' and girls' visual-spatial skills at age two. Quantitative reasoning contributed the most to girls' visual-spatial skills. No variables were predictive for the boys, though boys with higher spatial activity frequency had higher visual-spatial skills. The differential predictors have implications for the development and fostering of visual-spatial skills, particularly for girls, who may be at a disadvantage in this area when they are older.