SPATIAL COGNITION AND GENDER Instructional and Stimulus Influences on Mental Image Rotation Performance

Recent research has demonstrated that "sex differences" on mental image rotation (MIR) tasks may be attenuated through manipulations of instructional or stimulus conditions. The interaction of these variables was examined in two experiments. In the first, subjects received instructions that emphasized or de-emphasized the spatial nature of the MIR task. In the second, instructions emphasized the use of MIR abilities in stereotypically "masculine" or "feminine" occupations. The relevant interactions were significant in both experiments. Men performed at higher levels than women in the spatial instruction conditions, but no sex differences were observed under nonspatial instructions. These effects were further shown to be mediated by stimulus type; simpler or more familiar stimuli were less deleterious to the performance of women. These results add to the evidence that instructional and stimulus effects may exacerbate or eliminate sex differences in spatial cognition.     

Personal growth: Rogerian paradoxes

The rationale for personal development work in counsellor training stems directly from Rogers' claim of a selective constructive tendency. The basis for this belief and its implementation in experiential learning shows a number of paradoxes: the model of a growing flower—a rigid, rule-following system—is presented as evidence of the potential for positive change; self-actualisation is claimed to be the power force of life, yet is so fragile that it fails most of us; self-knowing involves finding meanings—a cognitive task—yet personal development programmes are based on non-cognitive knowing. The Rogerian rationale for personal development work is thus fatally flawed.