Limited sex differences in spatial language in parent-child dyads

Emily K. Farran*, Elian Fink, Claire Hughes, Katie A. Gilligan-Lee, The NewFAMS team, Sarah Foley, Gabrielle McHarg, Rory Devine, Caoimhe Dempsey, Wendy Browne, Anja Lindberg

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

Background: There is a complex pattern of sex differences in spatial abilities, yet there is limited knowledge of sex differences in children's exposure to, and children's use of, spatial language. The aim of this study was to directly compare mother-child and father-child interactions to investigate differences by child and parent sex in spatial language. 

Methods: The first 3-min of mother-child and father-child DUPLO® play sessions were coded for spatial language when the child was 24 months (N = 187 families; 105:82 boys:girls) and two years later at 48 months (N = 115 families; 66:49 boys:girls). 

Results: There were no sex differences in children's or parents' spatial language use at 24 months or 48 months. Regardless of socioeconomic status or parent talkativeness, parents showed more variety of spatial language (quality) with their daughters than their sons, but a similar quantity of spatial language with their daughters and sons. Associational analyses revealed a concurrent association between parent and child spatial language use at 48 months, but parent spatial language at 24 months did not predict child spatial language 2 years later. No direct sex effects were observed for cross-sectional or longitudinal associational analyses. 

Conclusions: Higher spatial language quality with daughters could reflect a higher (perceived) need to provide conceptual support to daughters than sons. Beyond this, we found limited evidence of sex effects. Our findings represent an important contribution, demonstrating comparable levels of exposure to spatial language to sons and daughters, and comparable elicitation of spatial language from young boys and girls.

Original languageEnglish
Article number102006
Pages (from-to)1-11
Number of pages11
JournalLearning and Instruction
Volume95
Early online date7 Sept 2024
DOIs
Publication statusPublished - Feb 2025

Keywords / Materials (for Non-textual outputs)

  • early years
  • quality education
  • sex differences
  • spatial cognition
  • spatial language

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