Sex differences in children's response to training on a visual-spatial test.

In a study with 133 children in Grades 1, 3, and 5, a brief training procedure designed to improve performance on the Children's Embedded Figures Test, a test of visual ability, resulted in significant improvement for girls but not for boys. No sex difference was observed among children receiving this training. The implications for theories of sex differences in visual–spatial ability are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting mathematics performance in high school girls and boys.

Ninth-grade scores for 157 females and 148 males for 3 cognitive tests (Test of Academic Progress, Quick Word Test, and Space Relations Test of the Differential Aptitude Tests) and the 8 Fennema-Sherman Mathematics Attitudes Scales were used to predict mathematics performance: grades in a 2nd, 3rd, and 4th yr of theoretical math (latter, females only, 30 Ss) and scores of senior girls on the Mental Arithmetic Problems test (85 Ss). Using multiple regression, 9th-grade scores significantly predicted mathematics performance 1–3 yrs later. Spatial visualization was an important variable, significantly predicting geometry grade for girls, but not for boys. Aside from math achievement, spatial visualization was the only other variable with a significant weight in predicting mathematical problem-solving scores for girls over a 3-yr period. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of the absence of a father and other male models on the development of boys' sex roles.

58 2nd-grade boys, 29 with fathers present and 29 with fathers absent, were given the Draw-A-Person and the Drawing Completion Tests to measure sex role orientation, the Drake Preference Test to measure sex role performance, and the Vroegh Test to measure sex role adoption. Results show that father absence had significant effects on sex role orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting spatial performance from gender stereotyping in activity preferences and in self-concept.

Tested competing hypotheses, derived from Bem's gender schema theory and Spence's gender identity theory. Two samples of college students were given a spatial task (either Piaget's water-level task or the Card Rotations Test) and self-report measures of participation in gender-stereotyped, space-related activities and of stereotypical masculine and feminine personality traits. Used causal modeling techniques to test the adequacy of the path models associated with the predictions from Bem's and Spence's theories. In both samples, sex, self-concept, and spatial activities made significant direct contributions to the prediction of spatial performance, supporting Spence's theory. The tendency of those with higher masculine trait scores to perform better on the spatial tasks was sometimes moderated by sex and feminine trait score. Implications of the results for the question of the origin of sex differences in spatial performance are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eating Attitudes Test and Eating Disorders Inventory: Norms for adolescent girls and boys.

Increasing attention has been given to measuring symptoms of eating disorders in adolescents, but representative norms for the two widely used measures, the Eating Attitudes Test (EAT) and the Eating Disorders Inventory (EDI), have not been available. The present study collected normative data on 1,373 high school boys and girls in Grades 9–12. Significant sex, but not age, differences were obtained. Scores by boys did not differ by race or socioeconomic status (SES), whereas a few slight race and SES differences occurred among girls. Percentile ranks for raw scores are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early hormonal influences on childhood sex-typed activity and playmate preferences: Implications for the development of sexual orientation.

Early hormones have been hypothesized to influence both sexual orientation and related childhood sex-typed behaviors. This study examined hormonal influences on activity and playmate preferences in children with congenital adrenal hyperplasia (CAH) aged 2.5–12 yrs (24 girls, 19 boys) and their relatives (16 girls, 25 boys). CAH girls preferred boys' toys and activities. They also had greater preference for boy playmates than controls, but this was largely attributable to 4 girls. CAH boys did not differ significantly from controls. Activity and playmate preferences were not related. It was concluded that early androgen has a major effect on childhood activity preferences but only a weak influence on playmate preferences; sex segregation does not arise from sex-typed activity preferences; activity and playmate preferences may be differently predictive of sexual orientation; and hormonal influences on sexual orientation are likely to be complex. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of race, age, and sex hormone differences to serum leptin concentrations in children and adolescents

We explored the effects of race, age, and sex hormones on the serum leptin concentrations in 203 white and 88 black children and adolescents (ages 9.3-20.5 years). A significant sex by race interaction on serum leptin levels (p = 0.0301) was observed with lower serum leptin concentrations, adjusted for subscapular thickness and age, in black boys than in white boys. Girls had serum leptin levels that were on average 2.15 times those of boys (p < 0.0001). There was an age by sex interaction (p < 0.0001) with serum leptin concentrations decreasing in boys but not in girls with age. A strongly inverse relationship of serum testosterone levels with serum leptin levels in boys (p = 0.0067) appeared to explain this effect of age. In conclusion, the serum leptin concentration is slightly lower in black boys. A higher testosterone level in boys appears to account for an age-related decline in serum leptin in boys and the overall lower levels in boys than in girls.     

Immediate memory capacity for nonsequential information: The configural attention test.

Performance data on a newly developed, nonsequential measure of immediate memory capacity (the Configural Attention Test) were collected on groups of elementary schoolchildren aged 7 to 14 and on a young adult sample (mean age = 21.6). The data indicated increasingly proficient performances with advancing age in a generally linear manner. Overall, boys and men performed modestly better than girls and women. Performance on the Configural Attention Test was not meaningfully related to socioeconomic status. However, as expected, there were relationships with performance on another spatial attentional measure and with overall intellectual ability. Internal consistency for the instrument was quite acceptable (Cronbach's α?=?.92). These data provide developmental standards for this new instrument and suggest that it may be a selective measure of nonsequential, spatial information processing with clinical and experimental utility. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's achievement strategies and test performance: The role of time pressure, evaluation anxiety, and sex.

155 3rd and 4th graders were divided into low test-anxious (LTA), middle test-anxious (MTA), or high test-anxious (HTA) groups on the basis of scores on the Test Anxiety Scale for Children. Ss were then tested in small groups on age-appropriate arithmetic problems either under time pressure typical of current achievement testing or under no time pressure. HTA boys displayed poor performance under time pressure compared to their less anxious peers yet improved significantly when time pressure was removed, with HTA and MTA boys matching the performance of LTA boys. LTA boys and HTA girls performed better under time pressure. Ss' rate–accuracy patterns are examined, and several maladaptive strategies are suggested. HTA and MTA boys tended to perform quickly but inaccurately, whereas MTA and HTA girls tended to perform slowly but with only medium accuracy. Nearly all LTA Ss showed high accuracy and a moderate performance rate. Suggestions are made for diversifying test procedures to take into account different children's motivational dispositions and test-taking strategies, as well as for teaching children appropriate strategies for coping with the demands of different tests. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction.

Investigated the impacts of computer-assisted cooperative, competitive, and individualistic instruction on student achievement and attitudes. 71 8th graders were randomly assigned to conditions stratified for sex and ability. 24 Ss (13 boys and 11 girls) were assigned to the cooperative condition, 22 Ss (11 boys and 11 girls) to the competitive condition, and 25 Ss (14 boys and 11 girls) to the individualistic condition. In all conditions Ss completed the same computer-assisted instructional unit. Results indicate that computer-assisted cooperative instruction promotes greater quantity and quality of daily achievement; more successful problem solving; and higher performance on factual recognition, application, and problem-solving test items than does computer-assisted competitive or individualistic learning. The girls' attitudes, compared with the boys', were adversely affected within the competitive condition. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Locus of control, sex role orientation, and self-concept in Black and White third- and sixth-grade male and female leaders in a rural community.

Examined locus of control among 43 Black boys, 36 White boys, 35 Black girls, and 47 White girls from the 3rd and 6th grades. Ss had been selected as class leaders by their peers. Ss completed the Piers-Harris Children's Self-Concept Scale, the Who Should Test, and the Intellectual Achievement Responsibility Questionnaire. White female leaders were more internally controlled than were Black leaders and attributed good outcomes to personal attributes more often than did Black leaders. White female leaders were also more willing to accept responsibility for bad outcomes than were Black female leaders. Self-concept data and sex-role orientation data were not helpful in interpreting the findings but did serve to suggest several avenues for future research in the area of locus of control. Results do not support the findings of other researchers who found that girls attributed their success to luck or to luck and effort while boys attributed their success to effort. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neuropsychological, intellectual, and behavioral findings in patients with centrotemporal spikes with and without seizures

Forty children (23 boys, 17 girls) with centrotemporal spikes (rolandic focus) with and without seizures (mean age 8.4 years +/- 4.8 SD), and 40 healthy controls matched for age, sex, and socioeconomic status were assessed for their neuropsychological, intellectual, and behavioral outcome. Compared with the controls, patients were significantly impaired in their IQ, visual perception, short-term memory, in their psychiatric status and in some subtests in a fine motor performance task. No significant differences could be computed for a simple finger-motor speed exercise or a linguistic performance test. In patients, deficits in IQ were significantly correlated with frequency of spikes in the EEG, but not with frequency of seizures, lateralization of the rolandic focus, or time since rolandic focus was diagnosed. It was concluded that a rolandic focus is not as benign as once thought.     

Sex differences in genetic and environmental influences on DSM–III–R attention-deficit/hyperactivity disorder.

Approximately 5% of children are affected by attention-deficit/hyperactivity disorder (ADHD), and more boys are affected than girls. This study examined the magnitude of genetic and environmental influences on ADHD and several questions regarding sex differences in its prevalence and liability. The participants were 2,391 twin and sibling pairs from Australia, ages 3–18. ADHD symptoms in the general population were highly heritable (h2?=?.85–.90), as were deviant ADHD scores in the selected population. The magnitude of familial influences was similar for boys and girls, although there were shared environmental influences on ADHD in girls but not boys and dominance genetic influences on ADHD in boys but not girls. Specific genetic and environmental influences were highly similar for boys and girls. Evidence supported the polygenic multiple threshold model rather than the constitutional variability model of sex differences in ADHD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in above-level EXPLORE scores of gifted third through sixth graders.

We examined gender differences in EXPLORE scores when taken by gifted 3rd through 6th graders. Boys performed better on Mathematics and Science Reasoning, and girls performed better on Reading, but effect sizes were negligible. In English, boys scored higher in third grade, and girls scored higher in subsequent grades. More boys than girls scored at or above a cutoff of 14 on Mathematics, and more girls than boys scored at this level on English and Reading. Using a cutoff of 25, the male advantage in Mathematics and Science Reasoning increased, but there was no gender difference in English or Reading. These findings parallel those from studies of gifted seventh and eighth graders: Test performance of boys in Mathematics was somewhat stronger than that of girls, regardless of how performance was measured, but results favoring girls in verbal areas were weaker and less consistent. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early sex differences in spatial skill.

This study investigated sex differences in young children's spatial skill. The authors developed a spatial transformation task, which showed a substantial male advantage by age 4 years 6 months. The size of this advantage was no more robust for rotation items than for translation items. This finding contrasts with studies of older children and adults, which report that sex differences are largest on mental rotation tasks. Comparable performance of boys and girls on a vocabulary task indicated that the male advantage on the spatial task was not attributable to an overall intellectual advantage of boys in the sample. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex-related differences in event-related potentials, face recognition, and facial affect processing in prepubertal children.

Thirty-five prepubertal children, 17 boys and 18 girls, between the ages of 8 and 11 years, were studied to examine electrophysiological and cognitive sex differences during a face-recognition-memory (FRM) task and a facial-affect-identification task (FAIT). All participants were prepubertal, as determined by J. M. Tanner's (1962) staging and endocrine evaluation. Sex-dependent event-related potential (ERP) amplitude asymmetries were found during FRM. Boys displayed greater right versus left ERP amplitude to auditory tone probes during the task, whereas girls displayed the opposite pattern. In addition, positive correlations were obtained between ERP amplitude during FRM and FAIT accuracy scores for boys, but not for girls. Results suggest that girls and boys may use different neuronal systems in the processing of faces and facial affect. Findings are consistent with developmental theories regarding sex differences in visuospatial processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in children's mathematics achievement: Solving computations and story problems.

Examined the performance of 144,462 male and 142,305 female California 6th-graders (aged 135–261 mo) on 2 types of mathematics items: computations and story problems. Data represent Ss' responses to the Survey of Basic Skills, Grade 6, of the California Assessment Program. Results indicate that girls were more likely than boys to solve computations successfully, whereas boys were more likely than girls to be successful with story problems. Sex is shown to be a significant factor in predicting student success. Problem-solving success for the 2 types of items is also examined in relation to reading achievement, SES, primary language, and age. It was found that girls had higher measured reading achievement than boys; however, girls who achieved higher scores in reading were nonetheless relatively weaker in solving story problems than both other girls and boys. Little or no interaction was found between SES or language and sex. Age was not found to be a factor that contributes to sex differences in performance. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in math performance: The role of children's approach to schoolwork.

This research examined whether the tendency for girls to outperform boys in the classroom is due to differences in how girls and boys approach schoolwork. In 5th grade and then again in 7th grade, children (N=518) reported on how they approach schoolwork (i.e., achievement goals and classroom behavior), their learning strategies, and their self-efficacy in math; math grades and achievement test scores were also collected. Girls were more likely than boys to hold mastery over performance goals and to refrain from disruptive classroom behavior, which predicted girls' greater effortful learning over time. The sex difference in learning strategies accounted for girls' edge over boys in terms of grades. Girls did not do better on achievement tests, possibly because self-efficacy, for which there was also no sex difference, was the central predictor of performance on achievement tests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis.

Girls show greater evidence than boys of learned helplessness in achievement situations with adult (but not peer) evaluators: They attribute their failures to lack of ability rather than motivation and thus show impaired performance under failure. Two studies are reported linking sex differences in attributions to adults' use of evaluative feedback. Study 1, with 52 4th graders and 27 5th graders, revealed that both the contingencies of feedback in classrooms and the attributions made by teachers were ones that would render negative evaluation more indicative of ability for girls than boys. For example, negative evaluation of girls' performance referred almost exclusively to intellectual inadequacies, whereas 45% of boys' work-related criticism referred to nonintellectual aspects. Moreover, teachers attributed the boys' failures to lack of motivation significantly more than they did the girls' failures. In Study 2, with 60 5th graders, teacher–boy and teacher–girl contingencies of work-related criticism observed in classrooms were programmed in an experimental situation. Both boys and girls receiving the teacher–girl contingency were more likely to view subsequent failure feedback from that evaluator as indicative of their ability. Implications for developmental theories and for development are addressed. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Male–female differences in predicting displaced volume: Strategy usage, aptitude relationships, and experience influences.

Investigated the role of aptitudes and experiences in gender differences in scientific reasoning by using the Predicting Displaced Volume (PDV), a scientific reasoning task known to be solved by males more frequently than females. 778 7th–11th graders were administered the PDV in groups. Of the Ss, 90% consistently used 1 of 4 expectation-based strategies to solve the problems. Males used the correct strategy more frequently than females; males and females both used the same incorrect strategies. It was found that gender differences in PDV did not reflect gender differences in spatial ability, field dependence–independence (FDI), or Piagetian formal reasoning. In addition, gender differences in PDV were not accounted for by science and math course-taking experience. Factors such as spatial ability and FDI may correlate highly with scientific reasoning task performance but may not account for gender-related differences in that performance. (51 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)