Sex-related differences in response to practice on a visual-spatial test and generalization to a related test

93 first graders (mean age 6.5 years) were given a pretest and posttest on half of the items from the Children's Embedded Figures Test. Half of the children were randomly assigned to a training condition and received a brief training procedure on visual-spatial disembedding prior to the administration of the posttest. Children in the control condition received no training. The performance of girls improved significantly more from pretest to posttest than the performance of boys. Boys and girls showed similar beneficial effects of training in addition to the benefit of direct practice. The tendency that was observed for boys to perform higher than girls on the pretest, p less than .10, was not evident on the posttest. Scores on the pretest predicted scores on a different measure of visual-spatial ability only for children in the control group. The results are interpreted in terms of current theories of sex differences in visual-spatial perception.     

Perceptual training of height and brightness seriation in kindergarten children.

A study of seriation was conducted from the perspective of Gibson's theory of perceptual development. Kindergarten children who evidenced little seriation of height or brightness were assigned to either 1 of 3 perceptual training conditions or to a fourth, control condition. Training consisted of nonreinforced same-different judgments to wooden dowels varying in height, or in brightness, or simultaneously in height and brightness. The theoretical rationale for this training was that it would facilitate perception of the stimulus dimension(s) on which the dowels differed. It was found that perceptual training did facilitate seriation, particularly if both the height and brightness dimensions varied simultaneously in training.     

The role of higher education institutions in national development

Abstract from the report of the International Conference on Education (33rd Session) of the International Bureau of Education. It deals with (i) the role of higher education institutions in national development, (ii) improving and sustaining the competence of educators and (iii) managing the system of education.