Understanding of Horizontality in College Women: Effects of Two Training Procedures

Abstract

Previous research has shown that many college females cannot correctly represent the horizontal on the Piagetian water-level task. The present study focuses on some possible reasons for this and attempts to determine if performance on the task can be modified. Sixty-eight college women were tested on the water-level task and on related measures of verticality, spatial relations, and cognitive style. Those failing the water-level task (N = 49) were assigned to one of three conditions: (a) physical knowledge training, (b) Euclidean reference training, or (c) a control group, and then were retested on the same measures. As predicted, both training groups improved on the water-level task while the control group did not. However, contrary to predictions, reference training did not show transfer to related measures. The results have implications for understanding the role of experience in spatial abilities.