Manger T, Eikeland O J
Department of Educational Psychology, University of Bergen, Norway.
Br J Psychol. 1998 Feb;89 ( Pt 1):17-25. doi: 10.1111/j.2044-8295.1998.tb02670.x.
Sex differences in mathematical achievement and spatial visualization skill were examined in a sample of 724 Norwegian sixth-grade students. Boys had significantly higher mean mathematics scores than girls. Significant sex differences favouring boys were found in the subsamples of most difficult tasks, but not in the subsamples of easiest tasks. No significant sex difference in spatial visualization was found. The hypothesis that boys' superior achievement in mathematics is due to a superior ability in spatial visualization was not supported. Although the effect of spatial visualization on mathematical achievement increased significantly up to a certain level of mathematics task difficulty, the hypothesis that the effect of spatial visualization on mathematical achievement increases with increasing task difficulty was not fully supported. With increasing mathematics task difficulty, it is hypothesized that boys, more than girls, will benefit from spatial visualization. This hypothesis was not supported by the present elementary school data.
在724名挪威六年级学生的样本中，研究了数学成绩和空间视觉技能方面的性别差异。男孩的数学平均成绩显著高于女孩。在大多数难题子样本中发现了有利于男孩的显著性别差异，但在最容易的子样本中没有发现。在空间视觉方面未发现显著的性别差异。男孩在数学上的优异成绩归因于空间视觉能力更强这一假设未得到支持。尽管空间视觉对数学成绩的影响在数学任务难度达到一定水平之前显著增加，但空间视觉对数学成绩的影响随任务难度增加而增加这一假设并未得到充分支持。随着数学任务难度的增加，据推测男孩比女孩更能从空间视觉中受益。这一假设未得到目前小学数据的支持。
