The relation between spatial and mathematical abilities: Potential factors underlying suppression
Why this work is in the frame
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Bibliographic record
Abstract
T wo experiments examined possible factors underlying the finding that grades in mathematics act as a suppressor variable in the relation between spatial abilities and gender. Specifically, the role of reading abilities was investigated in Experiment 1 by using English grades as a measure of these abilities. Experiment 2 was based on the notion that time pressures are involved at some level in both spatial performance and mathematics grades. The influence of this factor was examined by administering a spatial task with or without time limit and examining the suppression effect in both conditions. In both experiments, participants completed the Mental Rotations Test (MRT) as a measure of spatial ability. In Experiment 1, all participants were tested with limited time to complete the MRT and they were required to report their high school course grades in mathematics and English. Results revealed that both grades in high school mathematics and English produced significant suppression. However, the amount of suppression produced by each measure was similar. Therefore, the prediction that suppression would be greater with English than with mathematics grades was not supported. Experiment 2 involved testing in groups or individually with or without time limits on the MRT, whereas the Water Level Test was administered untimed, and only grades in mathematics were obtained from participants. Results supported the prediction that the suppression effect is greater when time limits are applied than when they are not. Implications of the results for an explanation of the observed suppression are discussed. Emphasis is placed on the difficulties inherent to the identification of factors underlying suppression.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it