Differential psychology

Background. After decades of research, gender differences in spatial abilities (SA) remain poorly understood. Among factors that may contribute to these differences are self-perceived SA, inclinations, everyday behaviour and interests in SA-related activities, and related personality characteristics. In order to understand these links, a multifactorial approach is needed.  

Objective. This study explored the relationships among SA, spatial interests, and personality among adolescent boys and girls.

Design. The study recruited 660 participants (mean age = 15.04, SD = 1.08; 48% females) from public schools. Participants contributed data on a battery of SA tests; 8 personality traits: Big Five and Dark Triad; as well as SA-related activities: spatial interests and school commute information (mode and time) as a proxy for everyday spatial behaviour.

Results. Weak-to-moderate mean gender differences were observed: males scored higher on spatial ability, spatial interests, machiavellianism, and psychopathy; and females on agreeableness, openness to experience, and neuroticism. Hierarchical regression analyses revealed some gender differences in associations among personality traits and SA. In males, openness to experience and conscientiousness were significantly related to SA test performance. In females, openness to experience, extraversion, agreeableness, and machiavellianism contributed to SA performance. Although spatially-related interests were linked to SA, they were not significantly predicted by personality traits. Everyday spatial behaviour showed no relationship with personality traits or SA. 

Conclusion. The study replicated patterns of gender differences in spatial ability, spatial interests, and personality reported in previous literature. The results showed differential links between personality traits and spatial ability for males and females. However, the overall amount of variance explained in spatial ability was very small, suggesting that other factors are more prominent sources of gender differences in spatial ability. 

Background. Fluid intelligence is an integral cognitive ability that involves solving new non-standard problems. It strongly predicts academic and professional achievement, whereas a low level of fluid intelligence is an important predictor of learning problems. Clinical studies of fluid intelligence are of interest for the development of training programs in various groups of children with special needs. This article presents a study on fluid intelligence in children with learning disabilities.

Objective. This study aimed to investigate characteristics of fluid intelligence and its relationships with other cognitive characteristics in children with learning disabilities.

Design. This study involved 93 children, divided into two groups: 55 typically developing children (control group) and 38 children with learning disabilities (clinical group). To assess intelligence characteristics, this study employed the Kaufman Assessment Battery for Children (KABC-II) and the Wechsler Intelligence Scale for Children Fifth Edition (WISC-V).

Results. A reduction was found in fluid intelligence, working memory, short-term memory, long-term memory, processing speed, visual-spatial abilities, and verbal abilities in the group of children with learning disabilities compared to the control group. In the clinical group, fluid intelligence was strongly associated with a greater number of cognitive parameters compared to the control group.

Conclusions. It is possible to assume that a close connection of fluid intelligence with the assessed cognitive characteristics in the group of children with learning disabilities may be due to general challenges in cognitive development.