Why women see differently from the way men see? A review of sex differences in cognition and sports

Li, Rena

doi:10.1016/j.jshs.2014.03.012

Cited by 49 publications

(32 citation statements)

References 119 publications

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“…Por otro lado, si comparamos el riesgo de tener bajo rendimiento en la competencia matemática en los dos modelos propuestos (estrategias de activación cognitiva de los docentes y estrategias de aprendizaje de los estudiantes) el riesgo se incrementa, tanto en hombres como en mujeres, que no han asistido a Educación Infantil. Estos resultados están en consonancia con los obtenidos por Hidalgo y García-Pérez (2011), Ganley y Vasilyeva (2011), Hidalgo y García-Pérez (2011), INEE (2015) y Li (2014). Es necesario reducir estas diferencias en el riesgo de tener bajo rendimiento en la competencia matemática y su posterior extrapolación en estudios Figura 1.…”

Section: Conclusionesunclassified

¿Qué papel tiene la asistencia a Educación Infantil en la predicción del rendimiento matemático en PISA? / What is the role of child education assistance in predicting mathematical performance in PISA?

Herreras¹

2019

MSG

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RESUMENLas matemáticas son críticas para el desarrollo del individuo, siendo diferentes las variables que pueden predecir un bajo rendimiento en esta competencia. Estas variables pueden estar relacionadas con el sujeto que aprende o con el docente que instruye. El objetivo del trabajo es comparar el riesgo de tener bajo rendimiento en competencia matemática evaluada en PISA en función de las estrategias de enseñanza-aprendizaje que emplean los estudiantes y las enseñanzas docentes, en hombres y en mujeres que han asistido o no han asistido a la etapa de Educación Infantil. Se ha seguido una metodología no experimental, diseño comparativo -causal. Se han realizado análisis de regresión logística binaria. Entre los resultados destacar que la no asistencia a Educación Infantil aumenta significativamente el riesgo de tener bajo rendimiento en matemáticas en los dos modelos (estrategias docentes y estrategias de aprendizaje). Por tanto, existen diferentes variables que aumentan la probabilidad y/o riesgo de tener bajo rendimiento en la competencia matemática en los diferentes modelos estudiados. What is the role of child education assistance in predicting mathematical performance in PISA? ABSTRACTMathematics is critical to the development of the individual, with several variables that may predict poor performance in this competition. These variables may be related to the learner or the teacher who instructs. The aim of the paper is to compare the risk of poor performance in mathematical literacy assessment in PISA in terms of teaching and learning strategies, in men and in women who have attended or have not attended Early Childhood Education. We uses a non experimental, comparative design -causal methodology. Binary logistic regression analysis were don. The failure to attend Early Childhood Education significantly increases the risk of low achievement in mathematics in both models. Therefore, there are different variables that increase the likelihood and / or risk of low performance in mathematical competence in the several models analsyed.

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Section: Conclusionesunclassified

¿Qué papel tiene la asistencia a Educación Infantil en la predicción del rendimiento matemático en PISA? / What is the role of child education assistance in predicting mathematical performance in PISA?

Herreras¹

2019

MSG

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“…Four categories of memory task that could be affected by gender include spatial, verbal, autobiographical, and emotional. It is commonly agreed that males have better performance in spatial tasks and females in verbal tasks (Li, 2014). Additionally, male players spend more time playing video games and prefer action games compared to female players who prefer games featuring adventure, simulation, role-playing, and strategy.…”

Section: Gendermentioning

confidence: 99%

Multi-User Virtual Environments for Physical Education and Sport Training

Soltani

Vilas‐Boas

2019

Advances in Multimedia and Interactive Technologies

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For effective learning and training, virtual environments may provide lifelike opportunities, and researchers are actively investigating their potential for educational purposes. Minimal research attention has been paid to the integration of multi-user virtual environments (MUVE) technology for teaching and practicing real sports. In this chapter, the authors reviewed the justifications, possibilities, challenges, and future directions of using MUVE systems. The authors addressed issues such as informal learning, design, engagement, collaboration, learning style, learning evaluation, motivation, and gender, followed by the identification of required elements for successful implementations. In the second part, the authors talked about exergames, the necessity of evaluation, and examples on exploring the behavior of players during playing. Finally, insights on the application of sports exergames in teaching, practicing, and encouraging real sports were discussed.

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“…However, the time characteristics of sensomotor response accuracy of males are higher [8]. At the same time, males have an advantage over females in solving spatial problems, although females are better at handling varied tasks verbally [40]. Females' indicators during monocular perception may also be influenced by the switching attention variability (it's higher than males) [41], which reduces the effectiveness of the perception of moving objects.…”

Section: Pedagogics Psychologymentioning

confidence: 99%

Gender differences of basketball players aged 12-13 years according to the response to a moving object

Frolova

Коваленко

Petrenko

et al. 2018

PPS

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Purpose:The study aims at the determining gender differences of basketball players aged 12-13 years in response to an object in motion that determines the predominance of excitation and inhibition processes. Material:The participants of the study are 58 basketball players aged 12-13 years, 35 are male basketball players and 23 are female. Male basketball players had 4-5-year training experience, female had 1,5-2-year experience. All athletes had normal visual acuity and were healthy at the time of the study. Young basketball players were informed about the purpose of the study. The computer program containing visual stimuli, moving with acceleration from different points of the monitor was used for testing. Results:The deviations from the target data as well the pole were taken into consideration. It demonstrated the predominance of excitation and inhibition processes of basketball players of different sexes. The response accuracy to visual stimuli without taking into account the pole during perception with the left eye and the right eye is shown. Conclusions:It was found out that the females' response accuracy during monocular perception is more closely related to the response accuracy during binocular imaging, whereas the role of the males' leading eye is increased during perception of objects from a convenient side. This may indicate the peculiar reactions under the conditions of double perception of objects in solving complex spatial problems.

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Why women see differently from the way men see? A review of sex differences in cognition and sports

Cited by 49 publications

References 119 publications

¿Qué papel tiene la asistencia a Educación Infantil en la predicción del rendimiento matemático en PISA? / What is the role of child education assistance in predicting mathematical performance in PISA?

¿Qué papel tiene la asistencia a Educación Infantil en la predicción del rendimiento matemático en PISA? / What is the role of child education assistance in predicting mathematical performance in PISA?

Multi-User Virtual Environments for Physical Education and Sport Training

Gender differences of basketball players aged 12-13 years according to the response to a moving object

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