Pearson J L, Ferguson L R
Department of Psychology, University of Virginia.
Adolescence. 1989 Summer;24(94):421-31.
Relationships were explored among three measures of spatial ability--the Embedded Figures Test (EFT), the Mental Rotations Test (MRT), and the Differential Aptitude Spatial Relations subtest (DAT)--an environmental cognition task (MAP), American College Testing (ACT) math and English achievement, and gender in a sample of 282 undergraduates. Variance attributable to gender among the spatial tasks ranged from 0.5% in the EFT to 12% in the MRT. Gender accounted for only 1% of the variance in the MAP task. Gender differences were noted in regression analyses; women's math and English achievement scores were both predictive of spatial ability, while for men, only math achievement was predictive of spatial ability. The results were interpreted as substantiating sex role socialization theory of cognitive abilities.
在282名本科生样本中，对三种空间能力测量方法——嵌入式图形测试（EFT）、心理旋转测试（MRT）和鉴别能力倾向空间关系分测验（DAT）——与一项环境认知任务（MAP）、美国大学考试（ACT）数学和英语成绩以及性别之间的关系进行了探究。在空间任务中，归因于性别的方差在EFT中为0.5%，在MRT中为12%。性别仅占MAP任务中方差的1%。回归分析中发现了性别差异；女性的数学和英语成绩都能预测空间能力，而对于男性，只有数学成绩能预测空间能力。研究结果被解释为证实了认知能力的性别角色社会化理论。
