Sex Influences on the Neurobiology of Learning and Memory

Autor/inn/en	Andreano, Joseph M.; Cahill, Larry
Titel	Sex Influences on the Neurobiology of Learning and Memory
Quelle	In: Learning & Memory, 16 (2009) 4, S.248-266 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0502
DOI	10.1101/lm.918309
Schlagwörter	Memory; Brain; Spatial Ability; Gender Differences; Verbal Ability; Learning Processes; Task Analysis; Anxiety; Behavior; Schemata (Cognition); Emotional Response; Experiments; Influences; Universities; Children; California; California Verbal Learning Test for Children + Suchen Sie Ihr Suchwort? Gedächtnis; Gehirn; Räumliches Vorstellungsvermögen; Geschlechterkonflikt; Mündliche Leistung; Learning process; Lernprozess; Aufgabenanalyse; Angst; Cognition; Schema; Kognition; Emotionales Verhalten; Erprobung; Influence; Einfluss; Einflussfaktor; University; Universität; Child; Kind; Kinder; Kalifornien
Abstract	In essentially every domain of neuroscience, the generally implicit assumption that few, if any, meaningful differences exist between male and female brain function is being challenged. Here we address how this development is influencing studies of the neurobiology of learning and memory. While it has been commonly held that males show an advantage on spatial tasks, and females on verbal tasks, there is increasing evidence that sex differences are more widespread than previously supposed. Differing performance between the sexes have been observed on a number of common learning tasks in both the human and animal literature, many neither purely spatial nor verbal. We review sex differences reported in various areas to date, while attempting to identify common features of sexually dimorphic tasks, and to place these differences in a neurobiological context. This discussion focuses on studies of four classes of memory tasks for which sex differences have been frequently reported: spatial, verbal, autobiographical, and emotional memory. We conclude that the female verbal advantage extends into numerous tasks, including tests of spatial and autobiographical abilities, but that a small but significant advantage may exist for general episodic memory. We further suggest that for some tasks, stress evokes sex differences, which are not normally observed, and that these differences are mediated largely by interactions between stress and sex hormones. (Contains 4 tables.) (As Provided).
Anmerkungen	Cold Spring Harbor Laboratory Press. 500 Sunnyside Boulevard, Woodbury, NY 11797-2924. Tel: 800-843-4388; Tel: 516-367-8800; Fax: 516-422-4097; e-mail: cshpres@cshl.edu; Web site: http://www.learnmem.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10