Spatial-Numerical Magnitude Estimation Mediates Early Sex Differences in the Use of Advanced Arithmetic Strategies.

An accumulating body of literature points to a link between spatial reasoning and mathematics learning. The present study contributes to this line of research by investigating sex differences both in spatial representations of magnitude and in the use of arithmetic strategies, as well as the relation between the two. To test the hypothesis that sex differences in spatial-numerical magnitude knowledge mediate sex differences in the use of advanced strategies (retrieval and decomposition), two studies were conducted.

The impact of counter-perceptual testimony on children's categorization after a delay.

When preschoolers are presented with a label for an entity that conflicts with its appearance, they sometimes rely on the new label rather than on the entity's appearance to categorize the entity and to infer its properties. We examined whether children's learning from such claims is short-lived or long-lasting and whether the persistence of their learning depends on the degree of fit between those claims and the available perceptual evidence. Children aged 3-5years (N=71) were asked to categorize hybrids.