Age, Sex, and STEM Education Influence Spatial Processing Performance

Abstract

Previous research has demonstrated that individual differences can influence spatial processing performance. In the present study, the relationship between age, sex, and participation in science, technology, engineering, and mathematics (STEM) coursework was examined in relation to two types of spatial abilities: mental rotation and cross-sectioning performance. Fifty-one younger adults and twelve older adults (both STEM and non-STEM majors) completed paper-and-pencil-based versions of each test. The results indicated that older adults holding a STEM degree outperformed STEM younger adults and all non-STEM majors on the cross-sectioning test and committed fewer errors related to perspective-taking on this test. Men outperformed women on both spatial ability measures, but this was not significant. Women also made more errors in perspective-taking on the cross-sectioning test, which lowered their cross- sectioning scores. The results indicate that specific spatial abilities may be retained in older age based on educational background.