Measuring Spatial Abilities in Children: A Comparison of Mental-Rotation and Perspective-Taking Tasks

Functional perspectives in mental jigsaw puzzles: Insights from eye-tracking, questionnaire, and behavioral data

This study investigated cognitive strategies in mental jigsaw puzzles, integrating mental rotation and translation with a focus on directionality and detour arguments. Unlike object mental rotation tasks, these puzzles introduced physical constraints, revealing systematic directional tendencies in both eye movements and subjective reports. Specifically, smaller protruding objects were consistently directed toward larger indented objects. This was accompanied by longer completion times and reduced linearity, paralleling strategies used in physical puzzle-solving. Behavioral asymmetries observed in the puzzles unexpectedly mirrored those found in object mental rotation tasks. While controlling for mental motion directions showed comparable completion times at 300° between tasks, the study did not fully clarify the role of detours, indicating the need for further research.

Pathways From Spatial Skills to Mathematics: The Roles of Gender and Fluid Reasoning

There are contentious and persistent gender differences reported in some measures of spatial skills, particularly mental rotation and, to a lesser extent, perspective-taking, which may have an impact on mathematics success. Furthermore, pathways between spatial skills and mathematics may be mediated by other cognitive factors, such as fluid reasoning. Participants (N = 320, age range 8-12 years) completed measures of mental rotation, perspective-taking, fluid reasoning, and mathematics. Regression analyses were conducted to assess the mediation effect of fluid reasoning on the relations between mental rotation and perspective-taking, and mathematics. Moderated mediation was performed to assess the effects of gender and age on these relations. Mental rotation and perspective-taking both predicted performance in mathematics for the overall sample, and fluid reasoning was found to partially mediate these relations. For mental rotation, gender moderated the mediation model, with mental rotation directly predicting performance in mathematics for males but not females. The mediation model for perspective-taking and mathematics was not moderated by gender. Although a predictor of performance, age did not moderate any of the reported relations. These findings suggest that gender differences in some spatial skills, such as mental rotation, may extend to the pathways linking the skills to mathematics. Although mental rotation may be predictive of mathematics performance for boys, the same might not be so for girls. Extrinsic spatial skills, such as perspective-taking, offer new pathways to explore in the growing body of work examining the links between spatial reasoning and mathematics.

Gender stereotypes in preschoolers' mental rotation

The investigation of gender stereotypes constitutes a relevant approach to understanding the development of spatial ability and sex differences in the domain. This was the first study concerned with the presence of implicit and explicit gender stereotypes about spatial ability, and their potential relation to spatial task performance, in preschool-aged children. Our full sample consisted of 138 4- to 6-year-old kindergarten children. The experimental procedure consisted of three parts. Children completed an implicit association task, a short questionnaire on explicit stereotypes, and a chronometric mental rotation task. Preschool-aged children held explicit gender stereotypes about spatial ability linking it to boys rather than girls. Boys exhibited stronger stereotypes in this regard than girls. We also found evidence for the presence of implicit stereotypes. However, implicit stereotypes were not found in sub-group analyses. No clear relationship between stereotypes and mental rotation performance emerged, but our results suggest that implicit stereotyping affected mental rotation accuracy differently in girls compared with boys. Our main conclusion was that children already hold stereotypic beliefs about spatial ability at preschool age. There did not seem to be a relationship of stereotyping with spatial ability at this age.