Mental Rotation Test Performance in Four Cross-Cultural Samples (N = 3367): Overall Sex Differences and the Role of Academic Program in Performance

Two meta-analyses (Linn and Petersen, 1985; Voyer et al., 1995) discuss variables that affect mental rotation performance but they do not mention a potentially important variable, the Academic Program in which students are enrolled. Sex differences in brain size have been related to sex differences in spatial performance (e.g., Falk et al., 1999) and thus it is important to know whether mental rotation performance shows a significant interaction between Sex and Academic Program. To put our understanding of the Academic Program effect on a firmer empirical footing, we conducted a large scale multicultural study, with samples from Canada, Germany and Japan, using identical test procedures in all studies. Significant main effects for Sex and Academic Program were found in all four studies, with large effect sizes for Sex and medium to large effect sizes for Academic Program (based on Cohenʹs d). No significant interactions between these variables were found in the four samples. Our demonstration of a reliable Academic Program effect has clear and important pragmatic implications for a broad range of work on spatial ability and its interpretation.