Zusammenfassung
The study examined the influence of gender-stereotyped stimuli rotated in depth on children's mental-rotation performance. Participants included 321 elementary school children who completed three-dimensional mental-rotation tasks with either male-or female-stereotyped stimuli ( M-MRT-3D/F-MRT-3D). Results suggest that in-depth tasks are very difficult for second graders. No gender effect was ...
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