Previous studies have reported sex differences in wayfinding performance among adults. Men are typically better at using Euclidean information and survey strategies while women are better at using landmark information and route strategies. However, relatively few studies have examined sex differences in wayfinding in children. This research investigated relationships between route learning performance and two general abilities: spatial ability and verbal memory in 153 boys and girls between 6- to 12-years-old. Children completed a battery of spatial ability tasks (a two-dimension mental rotation task, a paper folding task, a visuo-spatial working memory task, and a Piagetian water level task) and a verbal memory task. In the route learning task, they had to learn a route through a series of hallways presented via computer. Boys had better overall route learning performance than did girls. In fact, the difference between boys and girls was constant across the age range tested. Structural equation modeling of the children’s performance revealed that spatial abilities and verbal memory were significant contributors to route learning performance. However, there were different patterns of correlates for boys and girls. For boys, spatial abilities contributed to route learning while verbal memory did not. In contrast, for girls both spatial abilities and verbal memory contributed to their route learning performance. This difference may reflect the precursor of a strategic difference between boys and girls in wayfinding that is commonly observed in adults.

Background: Navigating the environment, or wayfinding, is integral to independent living. Laboratory studies have consistently indicated an impairment in wayfinding in people with Down syndrome (DS). However, very little is known regarding their real-life wayfinding abilities. Method: Eighty-six parents of children with DS completed an online survey on their children’s wayfinding behaviours and their own feelings and expectations about their children’s wayfinding. Results: Parents reported their children had few wayfinding skills, yet much confidence in their own abilities. Many parents had taught/planned to teach their children wayfinding skills. Parents also expressed concerns over their children’s independent wayfinding. Parents teaching wayfinding and parents’ concern predicted their assessment of their children’s wayfinding competence and knowledge. Children’s age and sex, as well as parents’ concerns predicted assessment of children’s confidence in wayfinding. Conclusions: Our results identified key factors related to wayfinding behaviours in people with DS. Parental factors are especially important in predicting their children’s wayfinding behaviour.