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2 edition of Effects of time limit pressure and gender on visual-spatial and verbal learning tasks found in the catalog.

Effects of time limit pressure and gender on visual-spatial and verbal learning tasks

Tina Cirillo

Effects of time limit pressure and gender on visual-spatial and verbal learning tasks

by Tina Cirillo

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  • 23 Currently reading

Published by Laurentian University, Department of Psychology in Sudbury, Ont .
Written in English


Edition Notes

StatementTina Cirillo
The Physical Object
Pagination35, [22] l. :
Number of Pages35
ID Numbers
Open LibraryOL20745533M

Adults with Visual-Spatial Learning Disabilities Learning disabilities in visual-spatial areas are less well-known and less understood than language-based learning disabilities such as dyslexia. Because they affect “everyday life” as much as academic settings, visual-spatial difficulties continue to have a significant impact in adulthood. Match-to-sample task. We derived the main task assessing spatial relation processing from a visual half field, match-to-sample task reported by Van der Ham et al. () and Van der Ham, Raemaekers, van Wezel, Oleksiak, and Postma ().Each stimulus consisted of a black “+” shaped cross (14 * 14 pixels, visual angle °) with a black dot (6 pixels in diameter, visual angle °) at.

  Visual-spatial working memory measures are widely used in clinical and experimental settings. Furthermore, it has been argued that the male advantage in spatial abilities can be explained by a sex difference in visual-spatial working memory. Therefore, sex differences in visual-spatial working memory have important implication for research, theory, and practice, but they have yet to be quantified. Students who have visual spatial weaknesses need to be seated in the classroom where they have clear lines of sight to the teacher, the presentation areas, etc. These students may need extra time copying information from the blackboard or other presentation areas. Leaving graphics displayed for long periods of time can be helpful for them.

Meta-analysis techniques were used to summarize the results concerning gender differences reported in doctoral dissertations on visual spatial skills. Dissertations were chosen because they are not subject to the selection process of journals, which may bias results toward large effects. An analysis of independent data points in 43 dissertations indicated an overall effect size of Cognitive functions include; perception, attention, memory, motor skills, language, executive functions, and visual-spatial processing. Visual spatial processing is an individual’s ability to process visual stimuli to comprehend spatial relationships between objects and to visualize different scenarios or images.


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Effects of time limit pressure and gender on visual-spatial and verbal learning tasks by Tina Cirillo Download PDF EPUB FB2

Effects of time limit pressure and gender on visual-spatial and verbal learning tasks by Tina Cirillo; 1 edition; First published in Ryan et al.

() suggested that effects of gender on verbal learning tasks become insignificant once age and education levels are considered. A meta-analysis by Lynn and Irwing () about Digit Span in children and in adults suggests that, when analyzing gender differences, it is necessary to include some moderators of the size of the Cited by: 6.

of the sex-difference question, are the effects of experien­ tial and task factors (or, more generally, performance fac­ tors) on the spatial task behavior of the two sexes. Regard­ less of the role, if any, that biological factors may play, task variables-suchas time limits or task difficulty­ and experiential factors-suchas previous task Cited by: Test characteristics, such as time limit and scoring criterion have been found to affect gender differences in mental rotation tasks (Goldstein, Haldane, & Mitchell, ).

In the timed test, boys. in verbal and visual-spatial tasks under di erent hemispheric visual- eld presentation conditions" time limits, and instructional set.

With regard to the relationship between gender and. Finally, we were able to find only one study examining gender differences on delayed memory tasks Gender Effects Upon Visual and Verbal Memory (Verhoff, Kaplan, & Albert, ). Consequently, the issue of whether males and females differ on delayed memory procedures remains largely unan- swered.

visual spatial ability have greatly diminished over time though. Furthermore the Furthermore the gender differences follo w a developmental progression from relatively small gender. 1. Introduction. Gender differences have been investigated in almost all cognitive domains (e.g., perception, memory, thought, mental imagery) but one of the most established phenomena consists in the male advantage in visuo-spatial abilities (e.g., Maccoby and Jacklin, ; Halpern, ; Richardson, ).Several interpretations have been put forward as possible account for this effect.

The present study attempts to compare the effect of aging on verbal and visuo-spatial tasks modality of WM on native Hindi healthy speakers, in the age range of to-above 80 years. WM hold the information and process it, which is relatively not dependent on modality of incoming information.

is visual-spatial and male, 80% or more of my students had been visual-spatial and male, and well over 80% of the families that had hired me to consult with or advocate on their behalf had visual-spatial male children.

Even the cartoonist who created all the renderings of my life with. However, like other cognitive skills, instruction and practice can yield dramatic improvements in performance on spatial tasks, reducing the magnitude of gender differences. There is also evidence of transfer effects and persistence across the passage of time.

Some previous studies suggest that males perform better during visual spatial and mathematic tasks, while females excel at verbal and memory tasks (Adam et al., ;Vaquero, Cardoso, Vazquez.

Visual-spatial working memory measures are widely used in clinical and experimental settings. Furthermore, it has been argued that the male advantage in spatial abilities can be explained by a sex.

Performance differences in spatial abilities as a function of gender may be modified by practice and relevant background experiences, as well as by directions given in laboratory situations. We examined whether a focus on speed or accuracy influenced performance in various spatial domains, using several different scoring techniques.

Men and women from a small, predominantly White private. Specifically, verbal reasoning and knowledge refers to the breadth and depth of a person’s acquired knowledge of a culture and the effective application of this knowledge.

It includes vocabulary development, verbal reasoning, language skills as well as the ability to listen, comprehend, and express oral communication. Control measures included verbal fluency and mental rotation tasks in which gender differences are frequently obtained. In these tasks, the results showed several of the expected gender contrasts.

However, men and women were not found to differ significantly in any type of working memory save in the double-span task where women surpassed men.

tasks, reducing the magnitude of gender differences. There is also evidence of transfer effects and persistence across the passage of time. A growing number of educational psychologists have argued that early education of spatial intelligence is necessary as a.

An ANOVA RM with gender as between-subject factor and session (pre-training, post-training) as within-subject factor on the number of correct items revealed a main effect of gender (F 1,38 =Peffect (F 1,38 =P.

Also, girls’ route learning may be predicted equally by verbal (working memory; vocabulary) and visual-spatial measures, whereas boys’ route learning would not. Current Study In this research, the primary goal is to investigate cognitive contributors to sex differences in wayfinding of children 6-to years-old.

The only significant gender related differences for the ERP latency were observed for the P1. Significant was the content by modality by gender interaction effect (F(1,58) = ; p), indicating shorter latencies in males than females for all tasks, except for the auditory verbal task.

The difference was most pronounced for the visual. The aim of the present study was to verify if gender differences in verbal and visuo-spatial working memory would persist following right cerebral lesions.

To pursue our aim we investigated a large sample (n. ) of right brain-damaged patients and healthy participants (n. ) for the presence of gender effects in performing Corsi and Digit Test. Effects of time limit pressure and gender on visual-spatial and verbal learning tasks by Tina Cirillo 1 edition - first published in Not in Library.Although gender-related differences in highly gender typed cognitive abilities are of considerable interest to educators and cognitive researchers alike, relatively little progress has been made in understanding the psychological processes that lead to them.

Nash () proposed a gender-role mediation hypothesis for such differences, with particular emphasis on spatial ability.