Sex‐linked characteristics of brain functioning: Why Jimmy reads differently

Gender Differences in Adaptive Behavior between Two-year-old Boys and Girls with Slow Expressive Language Development

“…Zaide;1983). However, results of this study demonstrate more del~yed skills in expressive communication and socialization in SELD boys.…”

“…Research has indicated that the male-female ratio for referrals to child psychiatric services is 2:1 (Taylor & Ounsted, 1972). Sex-linked, biological differences in brain functioning between males and females have been thought to account for the fact that 95% of hyperactive children are boys (Helfeldt, 1983). It has also been observed that males, even as young as two years, display greater aggression and engaged in more frequent conflicts than females (Maccoby & Jacklin, 1974;Smith & Green, 1975, in Archer & Lloyd, 1982.…”

A Threefold Model of Intellectual Styles

“…Among the existing studies of brain dominance, several major findings emerge. First, male research participants are more right-brain dominant than are their female counterparts (e.g., Albaili, 1993;Helfeldt, 1983;Tan-Willman, 1981). Second, traditional schooling favors socalled left-brain dominant students while often ignoring or even penalizing so-called right-brain dominant students (e.g., Bracken et al, 1979;Torrance et al, 1976;Yellin, 1983).…”

The Effects of a Holistic Creativity Program on the Self‐Concept and Creativity of Third Graders*

“…Two related possibilities arise for the explanation of significantly greater female gain scores for the measure of sellconcept. First, it is possible that the dominant information processing style of the program synchronized with the preferred information processing style of females as researched by Helfeldt (1983), Restak (1979), Rose (l977), and DeLoache (l976). Although the creativity program incorporated the five major modalities, the auditory modality played the most conspicuous and a consistent role.…”

“…Secondly, the program, with its requests for creative language usage and requirements for language facility to complete many of the activities, validated skillful use of language, a gift indicated to prevail in girls (Helfeldt, 1983). Both aspects of the program enable females to be acknowledged and successful, or in Harris' (l989)terms, to be reunited with their experiences and perceptions, thereby increasing self-concept CognitiveCreotMtl,I The null hypothesis for significant difference between the mean total gain scores for cognitive creativity of the experimental and control groups was accepted.…”