REEXAMINING SPATIAL ABILITY WITHIN A PIAGETIAN FRAMEWORK

The goal of this study was to identify and examine results of Piagetia n spatial research studies. For inclusion in this review, the studies had to (a) entail individual clinical interviews, (b) involve the mani pulation of objects and explanation of answers by subjects, (c) offer written protocols and scoring criteria, and (d) provide documentation of male and female results. Involving over 7,600 individualized clinic al interviews, the primary problem focused on whether gender differenc es existed in Piagetian spatial assessments and, if so, discussion of the significance and implications of the differences. Twenty-three stu dies assessing for 22 topologic, Euclidean, and projective spatial str uctures were reviewed and total male and female results compiled. A ch i-square test for two independent samples showed that the majority of performance assessments did not demonstrate a significant difference b etween males and females. Males significantly outperformed females on 8 of the 22 spatial structure tasks. However, as with other gender stu dies, similarities between male and female performances far outweighed any differences. The clinical interview results provide evidence to s upport the overall poor spatial ability of both males and females. Edu cational practices designated to improve spatial abilities should not be a female-only endeavor.