Gender Differences in Toddlers’ Visual-Spatial Skills

ABSTRACT

The purpose of the present study was to determine whether there are visual-spatial gender differences in two-year-olds, to investigate the environmental and cognitive factors that contribute to two-year-olds’ visual-spatial skills, and to explore whether these factors differ for boys and girls. Children (N = 63; M_age = 28.17 months) were assessed on their visual-spatial skills and on measures related to visual-spatial skills: intelligence, quantitative reasoning, working memory, and home spatial activity engagement. Children’s mothers were assessed on mental rotation ability. Results found no difference between boys’ and girls’ visual-spatial skills at age two. Quantitative reasoning contributed the most to girls’ visual-spatial skills. No variables were predictive for the boys, though boys with higher spatial activity frequency had higher visual-spatial skills. The differential predictors have implications for the development and fostering of visual-spatial skills, particularly for girls, who may be at a disadvantage in this area when they are older.

Funding

This research was supported by a Natural Sciences and Engineering Research Council (NSERC) Discovery Grant (418387-13) and a Social Sciences and Humanities Research Council (SSHRC) Insight Grant to Donna Kotsopoulos (435-2014-1111).

Additional information

Funding

This research was supported by a Natural Sciences and Engineering Research Council (NSERC) Discovery Grant (418387-13) and a Social Sciences and Humanities Research Council (SSHRC) Insight Grant to Donna Kotsopoulos (435-2014-1111).