Developmental Instability Is Associated With Neurocognitive Performance in Heterosexual and Homosexual Men, but Not in Women.

Little is known about the neurodevelopmental nature of human cognitive abilities. This investigation presents evidence consistent with a hypothesis that interindividual and within-sex cognitive variations are associated with vulnerabilities to environmental sources of developmental stress. A large sample of healthy heterosexual and homosexual men and women (N=240) completed a series of visuospatial and verbal tests. A composite fluctuating asymmetry (FA) measure was computed from the lengths of the finger digits. In heterosexual men, higher FA scores were associated with poorer line orientation judgment; and in homosexual men, with poorer verbal fluency and perceptual speed. No associations were found in heterosexual or homosexual women. These results suggest that developmental instability is linked to neurocognitive integrity in men, but not in women. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex Differences and Individual Differences in Cognitive Performance and Their Relationship to Endogenous Gonadal Hormones and Gonadotropins.

Sexually dimorphic cognitive performance in men (n=42) and women (n=42) was related to testosterone, estradiol, progesterone, luteinizing hormone, follicle-stimulating hormone, and sex hormone binding globulin, measured in 10-ml blood samples collected between 0900 and 1030 and, among women, during the follicular phase of the menstrual cycle. Significant sex differences favored men on spatial tasks (Mental Rotation and Judgment of Line Orientation) and on an inhibition task and favored women on a verbal task (category fluency). However, there were no significant relationships between any of the hormones and cognitive performance, suggesting that there are few, if any, consistent, substantial relationships between endogenous, nonfluctuating levels of gonadal hormones or gonadotropins and these cognitive abilities in men or women. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stereotype Threat and Group Differences in Test Performance: A Question of Measurement Invariance.

Studies into the effects of stereotype threat (ST) on test performance have shed new light on race and sex differences in achievement and intelligence test scores. In this article, the authors relate ST theory to the psychometric concept of measurement invariance and show that ST effects may be viewed as a source of measurement bias. As such, ST effects are detectable by means of multigroup confirmatory factor analysis. This enables research into the generalizability of ST effects to real-life or high-stakes testing. The modeling approach is described in detail and applied to 3 experiments in which the amount of ST for minorities and women was manipulated. Results indicate that ST results in measurement bias of intelligence and mathematics tests. (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)     

Using SAT-Grade and Ability-Job Performance Relationships to Test Predictions Derived From Stereotype Threat Theory.

To examine the generalizability of stereotype threat theory findings from laboratory to applied settings, the authors developed models of the pattern of relationships between cognitive test scores and outcome criteria that would be expected if the test scores of women and minority group members were affected by stereotype threat. Two large data sets were used to test these models, one in an education setting examining SAT-grade relationships by race and gender and the other in a military job setting examining Armed Services Vocational Aptitude Battery-job performance relationships by race. Findings were not supportive of the predictions arising from stereotype threat theory, suggesting caution in positing threat as a key determinant of subgroup mean test score differences in applied settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Between-Individual Comparisons in Performance Evaluation: A Perspective From Prospect Theory.

This article examines how between-individual comparisons influence performance evaluations in rating tasks. The authors demonstrated a systematic change in the perceived difference across ratees as a result of changing the way performance information is expressed. Study 1 found that perceived performance difference between 2 individuals was greater when their objective performance levels were presented with small numbers (e.g., absence rates of 2% vs. 5%) than when they were presented with large numbers (e.g., attendance rates of 98% vs. 95%). Extending this finding to situations involving trade-offs between multiple performance attributes across ratees, Study 2 showed that the relative preference for 1 ratee over another actually reversed when the presentation format of the performance information changed. The authors draw upon prospect theory (D. Kahneman & A. Tversky, 1979; A. Tversky & D. Kahneman, 1981) to offer a theoretical framework describing the between-individual comparison aspect of performance evaluation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of sex steroids on spatial performance: A review and an experimental clinical investigation.

Males typically surpass females in spatial performance, an outcome that may be linked to testosterone and estrogen. The authors (a) review physiological mechanisms, developmental periods, and past empirical work relevant to sex steroids' effects on human spatial performance and (b) report an experimental study of the role of actively circulating sex steroids in 55 adolescents being treated for delayed puberty (mean age 13.70 yrs). Sex steroids (stimulating early, middle, and late puberty) and placebos were given alternately over 21 months and spatial tests were given every 3 months. Spatial performance showed traditional sex differences but did not vary with levels of actively circulating sex steroids. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Performance variability is related to change in cognition: Evidence from the Victoria Longitudinal Study.

Performance variability across repeated task administrations may be an important indicator of age-related cognitive functioning. In the present investigation, the authors examined whether age differences and change in inconsistency were related to 6-year (3 occasion) cognitive change. Inconsistency scores were computed from 4 reaction time tasks performed by 446 older adults (54-89 years). Replicating previous cross-sectional results, greater inconsistency was observed for older participants even after controlling for differences in response speed. New longitudinal results demonstrated (a) associations between inconsistency at baseline measurement and 6-year change in cognitive performance; (b) longitudinal change in inconsistency; and (c) intraindividual covariation between 6-year change in inconsistency and 6-year change in level of cognitive function. These findings support the view that performance variability serves as a marker of cognitive aging. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental trajectories of childhood disruptive behaviors and adolescent delinquency: A six-site, cross-national study.

This study used data from 6 sites and 3 countries to examine the developmental course of physical aggression in childhood and to analyze its linkage to violent and nonviolent offending outcomes in adolescence. The results indicate that among boys there is continuity in problem behavior from childhood to adolescence and that such continuity is especially acute when early problem behavior takes the form of physical aggression. Chronic physical aggression during the elementary school years specifically increases the risk for continued physical violence as well as other nonviolent forms of delinquency during adolescence. However, this conclusion is reserved primarily for boys, because the results indicate no clear linkage between childhood physical aggression and adolescent offending among female samples despite notable similarities across male and female samples in the developmental course of physical aggression in childhood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in problem-solving performance as a function of attitude differences.

Men make significantly higher scores than women on a scale of attitudes toward problem solving. Attitude scores "have some positive relationship to performance scores." From Psyc Abstracts 36:01:1GD56C. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's sleep and cognitive performance: A cross-domain analysis of change over time.

Relations between changes in children's cognitive performance and changes in sleep problems were examined over a 3-year period, and family socioeconomic status, child race/ethnicity, and gender were assessed as moderators of these associations. Participants were 250 second- and third-grade (8–9 years old at Time 1) boys and girls. At each assessment, children's cognitive performance (Verbal Comprehension, Decision Speed) was measured using the Woodcock-Johnson III Tests of Cognitive Abilities, and sleep problems (Sleepiness, Sleep/Wake Problems) were collected via self-report. Individual growth models revealed that children who reported increases in Sleepiness exhibited little growth in Verbal Comprehension over time compared with their peers who reported decreases in Sleepiness, resulting in a nearly 11-point cognitive deficit by the end of the study. These associations were not found for Sleep/Wake Problems or Decision Speed. Child race/ethnicity and gender moderated these associations, with Sleepiness serving as a vulnerability factor for poor cognitive outcomes, especially among African American children and girls. Differences in cognitive performance for children with high and low Sleepiness trajectories ranged from 16 to 19 points for African American children and from 11 to 19 points for girls. Results build substantially on existing literature examining associations between sleep and cognitive functioning in children and are the first to demonstrate that children's sleep trajectories over 3 waves were associated with changes in their cognitive performance over time. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The Prevention, Identification, and Cognitive Determinants of Math Difficulty.

This study examined the efficacy of preventive 1st-grade tutoring in mathematics, estimated the prevalence and severity of mathematics disability, and explored pretreatment cognitive characteristics associated with mathematics development. Participants were 564 first graders, 127 of whom were designated at risk (AR) for mathematics difficulty and randomly assigned to tutoring or control conditions. Before treatment, all participants were assessed on cognitive and academic measures. Tutoring occurred 3 times weekly for 16 weeks; treatment fidelity was documented; and math outcomes were assessed. Tutoring efficacy was supported on computation and concepts/applications, but not on fact fluency. Tutoring decreased the prevalence of math disability, with prevalence and severity varying as a function of identification method and math domain. Attention accounted for unique variance in predicting each aspect of end-of-year math performance. Other predictors, depending on the aspect of math performance, were nonverbal problem solving, working memory, and phonological processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Structure of Working Memory From 4 to 15 Years of Age.

The structure of working memory and its development across the childhood years were investigated in children 4-15 years of age. The children were given multiple assessments of each component of the A. D. Baddeley and G. Hitch (1974) working memory model. Broadly similar linear functions characterized performance on all measures as a function of age. From 6 years onward, a model consisting of 3 distinct but correlated factors corresponding to the working memory model provided a good fit to the data. The results indicate that the basic modular structure of working memory is present from 6 years of age and possibly earlier, with each component undergoing sizable expansion in functional capacity throughout the early and middle school years to adolescence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Relationship Between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties.

This study identified cognitive processes that underlie individual differences in working memory (WM) and mathematical problem-solution accuracy in elementary school children at risk and not at risk for serious math difficulties (SMD). A battery of tests was administered that assessed problem solving, achievement, and cognitive processing in children in first (N = 130), second (N = 92) and third grades (N = 131). The results were that (a) younger children and children at risk for SMD performed poorer on WM and problem-solving tasks, as well as measures of math calculation, reading, semantic processing, phonological processing, and inhibition, than older children and children not at risk for SMD and (b) WM predicted solution accuracy of word problems independent of measures of fluid intelligence, reading skill, math skill, knowledge of algorithms, phonological processing, semantic processing,'speed, shortterm memory, and inhibition. The results support the notion that the executive system is an important predictor of children's problem solving. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention.

Investigated (a) the course of developmental trajectories toward violence over middle childhood, (b) whether and how the course of these trajectories differed by demographic subgroups of children, and (c) how responsive these trajectories were to a universal, school-based preventive intervention. Four waves of data on features of children's social-emotional development known to forecast aggression/violence were collected over 2 yrs for a highly representative sample of 1st to 6th grade children from New York City public elementary schools (N=11,160). Using hierarchical linear modeling techniques, synthetic growth curves were estimated for the entire sample and were conditioned on child demographic characteristics (gender, family economic resources, race/ethnicity) and amount of exposure to components of the preventive intervention. Three patterns of growth--positive linear, late acceleration, and gradual deceleration--characterized the children's trajectories, and these trajectories varied meaningfully by child demographic characteristics. Children whose teachers taught a high number of lessons in the conflict resolution curriculum demonstrated positive changes in their social-emotional developmental trajectories and deflections from a path toward future aggression and violence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-Regulation: From Goal Orientation to Job Performance.

The authors investigated the effects on job performance of 3 forms of goal orientation and 4 self-regulation (SR) tactics. In a longitudinal field study with salespeople, learning and performance-prove goal orientation predicted subsequent sales performance, whereas performance-avoid goal orientation negatively predicted sales performance. The SR tactics functioned as mediating variables between learning and performance-prove goal orientations and performance. Social competence and proactive behavior directly and positively predicted sales performance, and emotional control negatively predicted performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental structure of genetic influences on antisocial behavior across childhood and adolescence.

It is necessary to determine if causal influences on developing antisocial behavior change with age to guide both research and theory on its origins. The extent to which the same genetic factors influence antisocial behavior across 4–17 years of age was estimated using 2,482 sibling pairs of varying genetic relatedness. Assessments of antisocial behavior by mothers (4–9 years), mothers and youth (10–13 years), and youth (14–17 years) reflected the changing validity of informants across development. Genetic influences on antisocial behavior at 14–17 years were entirely shared with those on antisocial behavior at 10–13 years according to both informants. Genetic influences on antisocial behavior at 14–17 years were distinct from those at 4–9 years, however. These age differences in genetic influences cannot be fully distinguished from informant differences across age, but the present findings indicate that youth reported to be persistently antisocial during childhood and adolescence are influenced by one set of genetic factors influencing parent-report conduct problems in childhood and a second set of genetic influences on youth-reported delinquency that come into play around the time of the pubertal transition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

There is more to aptitude than cognitive capacities: Comment.

Comments on the original article "Sex Differences in Intrinsic Aptitude for Mathematics and Science?: A Critical Review," by E. S. Spelke (see record 2005-15840-001). Spelke's critical review is a research-based rebuttal (though implicitly) of Summers's (2005) speech that posited a hypothesis that one of the reasons why women are underrepresented in math, science, and engineering may be sex differences in intrinsic aptitude for mathematics and science. Putting aside the question of whether the empirical evidence was sufficiently reviewed, the way Spelke conceptualized aptitude as a static rather than a dynamic quality (namely, cognitive capacities) rendered her critique of the "differences in intrinsic aptitude" hypothesis less effective in many respects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How Has Body Image Changed? A Cross-Sectional Investigation of College Women and Men From 1983 to 2001.

Body-image dissatisfaction is not uncommon and can adversely affect individuals' psychosocial functioning and quality of life. Various oft-cited surveys and a meta-analysis implicate a worsening of body image over the past several decades, especially among women and possibly among men. The present cross-sectional study examined changes in multiple facets of body image among 3,127 college students from 1983 through 2001; the same standardized assessment was used in 22 studies conducted within the same university. Results confirmed non-Black women's increasing body-image dissatisfaction until the early or mid-1990s, after which significant improvements occurred in terms of overall body-image evaluation and overweight preoccupation among both non-Black and Black women, despite heavier body weights. A reduction over time in women's investment in their appearance was also evident. Men's body image was relatively stable during the 19-year period. Explanations, limitations, and implications of the findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From acclaim to blame: Evidence of a person sensitivity decision bias.

In a series of studies, the authors established empirical support for a general decision-making bias that they termed a person sensitivity bias. Specifically, a person sensitivity bias consists of a person positivity bias (D. O. Sears, 1983) under positive performance conditions and a person negativity bias under negative performance conditions. The authors conducted the first empirical studies of a direct comparison between individuals and objects performing the same task under both positive and negative performance conditions. Two additional studies tested the boundaries of the sensitivity bias within negatively framed decision dilemmas. The results are discussed in terms of their relevance toward a more comprehensive theory of person-object evaluation differences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)