Connor J M, Schackman M, Serbin L A
Child Dev. 1978 Mar;49(1):24-9.
93 first graders (mean age 6.5 years) were given a pretest and posttest on half of the items from the Children's Embedded Figures Test. Half of the children were randomly assigned to a training condition and received a brief training procedure on visual-spatial disembedding prior to the administration of the posttest. Children in the control condition received no training. The performance of girls improved significantly more from pretest to posttest than the performance of boys. Boys and girls showed similar beneficial effects of training in addition to the benefit of direct practice. The tendency that was observed for boys to perform higher than girls on the pretest, p less than .10, was not evident on the posttest. Scores on the pretest predicted scores on a different measure of visual-spatial ability only for children in the control group. The results are interpreted in terms of current theories of sex differences in visual-spatial perception.
93名一年级学生（平均年龄6.5岁）接受了儿童镶嵌图形测验一半项目的前测和后测。一半的儿童被随机分配到训练组，在进行后测之前接受了关于视觉空间分离的简短训练程序。对照组的儿童没有接受训练。从测试前到测试后，女孩的表现比男孩的表现有更显著的提高。除了直接练习的好处之外，男孩和女孩在训练中都显示出类似的有益效果。在测试前观察到的男孩表现高于女孩的趋势（p小于0.10）在测试后并不明显。仅对于对照组的儿童，前测分数能够预测另一项视觉空间能力测量的分数。研究结果依据当前关于视觉空间感知性别差异的理论进行了解释。
