Sex differences in phonological coding: Alphabet transformation speed

Majeres, Raymond L.

doi:10.1016/j.intell.2006.08.005

Cited by 29 publications

(18 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In line with prior studies (Camarata & Woodcock, 2006;Feingold, 1992;Longman et al, 2007;Majeres, 2007;Reynolds et al, 1987;Sheppard & Vernon, 2008;Silverman, 2006;Wechsler, 1997), our findings indicated that gifted girls were significantly better than gifted boys in processing speed which was measured through WISC-R Coding subtest. Although the findings of this study together with those of previous research might confirm female superiority in processing speed, we have no theoretical explanations for these differences.…”

Section: Discussionsupporting

confidence: 90%

“…Although findings vary based on the type of tasks used, women are found to be faster on tests of processing speed including the digit and symbol coding task of the Wechsler tests (Camarata & Woodcock, 2006;Feingold, 1992;Longman, Saklofske, & Fung, 2007;Majeres, 2007;Reynolds, Chastain, Kaufman, & MacLean, 1987;Sheppard & Vernon, 2008;Silverman, 2006;Wechsler, 1997). For example, Longman et al (2007) studied gender differences on Wechsler Adult Intelligence Scale -III index scores in the American (n= 2450) and Canadian (n= 1104) standardization samples.…”

Section: Gender Differences In Processing Speed and Creativitymentioning

confidence: 99%

See 1 more Smart Citation

An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children

Bahar¹,

Öztürk²

2018

IES

View full text Add to dashboard Cite

This study explored the relationship between processing speed and five dimensions of creativity, which were fluency, originality, elaboration, abstractness of titles, and resistance to premature closure (RPC). It is the first empirical study that examines this relationship, also relating it to gender and level of giftedness. Data came from 133 gifted students at grades one through four in three private schools in Istanbul, Turkey. Creativity was measured through the Torrance Test of Creative Thinking -Figural. Scores from the Coding subtest of the Wechsler Intelligence Scale for Children were used as the data on processing speed. The findings showed that girls had significantly higher scores in processing speed, elaboration, abstractness of titles, and RPC. There were no significant differences in fluency and originality. While fluency and originality were the only two subscores correlated with processing speed for boys (both positively correlated), four subscores were correlated with processing speed for girls (all four negatively correlated). Girls had higher processing speed scores in the group of low giftedness, but not in the group of high giftedness. A distinct finding about the boys of high giftedness was the high positive interrelationships among originality, fluency, and processing speed, which were not there for boys of low giftedness or girls of high giftedness. With its findings, the study supports some of the previous explanations around the topic, and generates new hypotheses to be tested experimentally.

show abstract

Section: Discussionsupporting

confidence: 90%

Section: Gender Differences In Processing Speed and Creativitymentioning

confidence: 99%

An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children

Bahar¹,

Öztürk²

2018

IES

View full text Add to dashboard Cite

show abstract

“…We used a mental rotation (MR) task (Shepard & Metzler, 1971) that is commonly assumed to favour men (Hausmann et al, 2009) and on which sex differences in confidence are clearly evident (Cooke-Simpson & Voyer, 2007;Estes & Felker, 2012). We also used a letter transformation (LT) task (Majeres, 2007) that has not been widely used and is less likely to be viewed as gender stereotyped. Our aim was to test for a consistent relationship between confidence and conformity across two different tasks that were similar in format but different in content.…”

Section: Introductionmentioning

confidence: 99%

Sex differences in confidence influence patterns of conformity

Cross

Brown

Morgan

et al. 2016

British J of Psychology

View full text Add to dashboard Cite

AcknowledgementsWe are grateful to Alex Mesoudi, Volker Franz and two anonymous reviewers for comments on the manuscript. The research was supported in part by an ERC Advanced Grant (EVOCULTURE, Ref. 232823) awarded to KNL.Sex differences in confidence and conformity 2 AbstractLack of confidence in one's own ability can increase the likelihood of relying on social information.Sex differences in confidence have been extensively investigated in cognitive tasks, but implications for conformity have not been directly tested. Here, we tested the hypothesis that, in a task that shows sex differences in confidence, an indirect effect of sex on social information use will also be evident. Participants (N=168) were administered a mental rotation (MR) task or a letter transformation (LT) task. After providing an answer, participants reported their confidence before seeing the responses of demonstrators and being allowed to change their initial answer. In the MR, but not the LT, task, women showed lower levels of confidence than men, and confidence mediated an indirect effect of sex on the likelihood of switching answers. These results provide novel, experimental evidence that confidence is a general explanatory mechanism underpinning susceptibility to social influences. Our results have implications for the interpretation of the wider literature on sex differences in conformity.Sex differences in confidence and conformity 3

show abstract

“…Gender differences in processing speed constitute one of the problems. Research shows that women are faster on tests of processing speed involving clerical-type skills, such as the DS task of the Wechsler tests (Camarata & Woodcock, 2006;Majeres, 2007;Sheppard & Vernon, 2008;Wechsler, 1997). According to the test manuals (Wechsler, 1997;Woodcock et al, 2001), the processing speed subtests require eye-hand coordination, motor speed, speed of visual search, visual short-term memory, learning ability, and capacity for sustained effort and concentration.…”

Section: Introductionmentioning

confidence: 99%