School of Education, Bar Ilan University, Ramat Gan, Israel.
Child Dev. 2010 Sep-Oct;81(5):1417-30. doi: 10.1111/j.1467-8624.2010.01482.x.
A sample of 116 children (M=6 years 7 months) in Grade 1 was randomly assigned to experimental (n=60) and control (n=56) groups, with equal numbers of boys and girls in each group. The experimental group received a program aimed at improving representation and transformation of visuospatial information, whereas the control group received a substitute program. All children were administered mental rotation tests before and after an intervention program and a Global-Local Processing Strategies test before the intervention. The results revealed that initial gender differences in spatial ability disappeared following treatment in the experimental but not in the control group. Gender differences were moderated by strategies used to process visuospatial information. Intervention and processing strategies were essential in reducing gender differences in spatial abilities.
一项针对 116 名一年级儿童（M=6 岁 7 个月）的样本进行了随机分组，分为实验组（n=60）和对照组（n=56），每组男女数量相等。实验组接受了一项旨在提高视空间信息表示和转换的计划，而对照组则接受了替代计划。所有儿童在干预计划前后都进行了心理旋转测试，在干预前进行了全局-局部处理策略测试。结果表明，在实验组，初始的空间能力性别差异在治疗后消失，但在对照组则没有。性别差异受到处理视空间信息的策略的调节。干预和处理策略对于减少空间能力的性别差异至关重要。
