Maxwell J W, Croake J W, Biddle A P
J Psychol. 1975 Sep;91(1st Half):127-31. doi: 10.1080/00223980.1975.9915806.
This research examined effects of instruction upon acquisition of Piaget's concept of horizontality and determined sex differences related to this acquisition. Hypotheses tested were that there are no significant differences (a) in performance on perception and prediction tasks, (b) by sex in the ability to comprehend horizontality, (c) by sex in the stage of development after instruction, and (d) by sex after instruction on the number of correct responses on horizontal tasks. Subjects were 18 male and 17 female rural, public school pupils ranging in age from 8 years, 0 months to 9 years, 11 months. Test instruments were a cylindrical bottle half-filled with colored water and eight pictures of bottles positioned at angles from 0 to 315 degrees at increments of 45 degrees. Chi square tests indicated that males performed significantly better than females on perception and prediction, and that instruction significantly improved male performance on prediction and female performance on prediction and perception. It was concluded that females, if given instruction, could more closely approximate the performance of males on the horizontal water level task.
本研究考察了教学对皮亚杰水平概念习得的影响，并确定了与该习得相关的性别差异。所检验的假设为：（a）在感知和预测任务的表现上不存在显著差异；（b）在理解水平概念的能力上不存在性别差异；（c）教学后在发展阶段上不存在性别差异；（d）教学后在水平任务的正确反应数量上不存在性别差异。研究对象为18名男性和17名女性农村公立学校学生，年龄在8岁0个月至9岁11个月之间。测试工具是一个半满有色水的圆柱形瓶子以及八张瓶子图片，瓶子以45度增量从0度到315度摆放。卡方检验表明，男性在感知和预测方面的表现显著优于女性，且教学显著提高了男性在预测方面的表现以及女性在预测和感知方面的表现。研究得出结论，如果给予指导，女性在水平水位任务上的表现可以更接近男性。
