Boys' advantage on the fractions number line is mediated by visuospatial attention: Evidence for a parietal‐spatial contribution to number line learning. Issue 3 (4th December 2020)

• Record Type: Journal Article
• Authors: Geary, David C.; Scofield, John E.; Hoard, Mary K.; Nugent, Lara
• Is Part Of: Developmental science. Volume 24:Issue 3(2021)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2020-12-04
• Subjects: mathematics -- number line -- sex differences -- spatial ability -- visuospatial attention; Developmental psychology -- Periodicals; Psychology, Comparative -- Periodicals; 155
• DOI: 10.1111/desc.13063
• Languages: English
• ISSNs: 1363-755X

Abstract

Abstract: The study tested the hypotheses that boys will have an advantage learning the fractions number line and this advantage will be mediated by spatial abilities. Fractions number line and, as a contrast, fractions arithmetic performance were assessed for 342 adolescents, as was their intelligence, working memory, and various spatial abilities. Boys showed smaller placement errors on the fractions number line ( d = −0.22) and correctly solved more fractions arithmetic problems ( d = 0.23) than girls. Working memory and intelligence predicted performance on both fractions measures, and a measure of visuospatial attention uniquely predicted number line performance and fully mediated the sex difference. Visuospatial working memory uniquely predicted fractions arithmetic performance and fully mediated the sex difference. The results help to clarify the nuanced relations between spatial abilities and formal mathematics learning and the sex differences that often emerge in mathematical domains that have a visuospatial component. Abstract : Boys are more accurate (lower error) in the placement of fractions on the mathematical number line. The sex difference in number line accuracy is fully mediated by boys' advantage in visuospatial attention