The potential effect of gender on intellectual abilities remains controversial. The purpose of this research was to analyze gender differences in cognitive test performance among children from continuous age groups. For this purpose, the normative data from 7 domains of the newly developed neuropsychological test battery, the Evaluación Neuropsicológica Infantil [Child Neuropsychological Assessment] (Matute, Rosselli, Ardila, & Ostrosky-Solis, 2007), were analyzed. The sample included 788 monolingual children (350 boys, 438 girls) ages 5 to 16 years from Mexico and Colombia. Gender differences were observed in oral language (language expression and language comprehension), spatial abilities (recognition of pictures seen from different angles), and visual (Object Integration Test) and tactile perceptual tasks, with boys outperforming girls in most cases, except for the tactile tasks. Gender accounted for only a very small percentage of the variance (1%-3%). Gender x Age interactions were observed for the tactile tasks only. It was concluded that gender differences during cognitive development are minimal, appear in only a small number of tests, and account for only a low percentage of the score variance.

Published information concerning the influence of gender on mathematical ability tests has been controversial. The present study examines the performance of school-aged boys and girls from two age groups on several mathematical tasks and analyzes the predictive value of a verbal fluency test and a spatial test on those mathematical tasks. More specifically, our research attempts to answer the following two questions: (1) Are gender differences in mathematical test performance among children interrelated with age and (2) do verbal and spatial nonmathematical tests mediate gender effects on mathematical test performance? Two hundred and seventy-eight 7- to 10-year-old children and 248 13- to 16-year-olds were selected from schools in Colombia and Mexico (231 boys and 295 girls). The age effect was found to be significant for all measures, with scores improving with age. Results showed that boys and girls in both age groups scored similarly in most subtests, but that differences emerged in the performance of mental mathematical operations and in resolving arithmetical problems. In the latter - but not in mental math - older boys outperformed older girls, whereas no gender differences were observed in the younger groups. After controlling for age, it was found that the spatial test was, indeed, a significant mediator of gender effects, while the verbal task was not.

Cocaine-dependent patients showed marked difficulties in the EF associated mainly with adaptive behavior to their environment. Cocaine-dependent patients with better EF at baseline improved significantly during abstinence and had better treatment adherence. Results suggest that executive improvement and treatment adherence in cocaine abusers in abstinence is related to intrinsic cognitive characteristics of patients.

A significant controversy concerning language development in Turner's syndrome has been found. Whereas some authors have observed that girls with Turner's syndrome maintain their verbal abilities intact, others have reported significant differences in Wechsler Verbal IQ when compared with normal controls. However, little has been studied about the linguistic characteristics of these patients when using tests to evaluate different linguistic levels. With the aim of assessing syntactic processes, 15 patients with Turner's syndrome (aged 8 to 19 years) were compared with 15 healthy girls, matched by age, Wechsler Full-Scale IQ range, type of school (private or public), and school grade. A syntactic processing battery including 11 different subtests was developed. Compared with controls, the participants with Turner's syndrome obtained a fewer number of correct answers in most of the subtests and shorter latencies in some of them. We concluded that the subjects with Turner's syndrome have difficulties in using syntactic structures. It is suggested that some of these language difficulties are related to disturbances in using spatial-language relationships.