No relationship between gender stereotypes and mental rotation in preschool girls.

ABSTRACT: Gender stereotypes about spatial ability have been proposed as a contributing factor to the gender gap in STEM. This goal of this study was to investigate whether implicit gender stereotypes regarding spatial ability are associated with mental rotation (MR) performance in preschool-aged girls, and whether visuospatial working memory (VSWM) plays a moderating role. Fifty-two girls aged 5 to 6.75 years completed a chronometric MR task, a computerized Corsi block-tapping task (assessing VSWM), and a single-target Implicit Association Test measuring associations between gender and toys used in spatial play. Participants did not show significant implicit stereotypes favoring either gender. Contrary to our hypotheses, no evidence for a relationship between implicit stereotypes and MR response ti

SUBMITTER: Ebert WM 

PROVIDER: S-EPMC12481608 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature