Gender differences in cognitive development.

Abstract

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.

The association of gender, age, and intelligence with neuropsychological functioning in young typically developing children: The Generation R study

“…Generally, girls outperform boys on language and other verbal tasks, while boys tend to perform better on tasks that require spatial abilities (Levine, Huttenlocher, Taylor, & Langrock, 1999;Linn & Petersen, 1985;Mann, Sasanuma, Sakuma, & Masaki, 1990;Strand, Deary, & Smith, 2006;Voyer, 2011). However, contrasting results have been reported as well (Ardila, Rosselli, Matute, & Inozemtseva, 2011;Strand et al, 2006). Surprisingly, in previous publications, the authors of the developmental NEuroPSYchological assessment second edition (NEPSY-II), the instrument used in our study, have not reported on the relationship between gender and neuropsychological functioning on the NEPSY-II (Korkman et al, 2001(Korkman et al, , 2013.…”

The Influence of Gender and Scientific Program Experience on Postgraduates' Creativity

“…Some of them have worked a period of time before they joined campus, so their life experience is more abundant. Although Baer's study showed a gender equality in creative potential [14], the males advantage in the creative achievements of the real world is clearly visible, and they always have outperform females in mathematics and science [15]. Karwowski [16] also supported that male performance is better than female in creativity and clarified the reasons for it.…”

Students’ Perception Concerning Gender Equality as a Strong Responsible Research and Innovation Dimension

“…Thus, if initially speaking of real advantages that boys recorded in several disciplines such Mathematics or Sciences (Physics, Chemistry, Biology), more recent research has shown that reality is not fully sustaining that idea [2,3], considering there are no major differences between the cognitive capacities or the competences of the students of both genres, being based on social constructs, which involve a primary orientation, often determined by the family and community, towards certain school disciplines associated with the gender dimension.…”