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Boys’ advantage on the fractions number line is mediated by visuospatial attention: Evidence for a parietal‐spatial contribution to number line learning
Author(s) -
Geary David C.,
Scofield John E.,
Hoard Mary K.,
Nugent Lara
Publication year - 2021
Publication title -
developmental science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.801
H-Index - 127
eISSN - 1467-7687
pISSN - 1363-755X
DOI - 10.1111/desc.13063
Subject(s) - psychology , number line , working memory , spatial ability , cognitive psychology , spatial memory , line (geometry) , arithmetic , contrast (vision) , cognition , line drawings , intelligence quotient , developmental psychology , artificial intelligence , mathematics , neuroscience , computer science , mathematics education , geometry , engineering drawing , engineering
The study tested the hypotheses that boys will have an advantage learning the fractions number line and this advantage will be mediated by spatial abilities. Fractions number line and, as a contrast, fractions arithmetic performance were assessed for 342 adolescents, as was their intelligence, working memory, and various spatial abilities. Boys showed smaller placement errors on the fractions number line ( d = −0.22) and correctly solved more fractions arithmetic problems ( d = 0.23) than girls. Working memory and intelligence predicted performance on both fractions measures, and a measure of visuospatial attention uniquely predicted number line performance and fully mediated the sex difference. Visuospatial working memory uniquely predicted fractions arithmetic performance and fully mediated the sex difference. The results help to clarify the nuanced relations between spatial abilities and formal mathematics learning and the sex differences that often emerge in mathematical domains that have a visuospatial component.