Gender Differences in Cognitive Development

Autor/inn/en	Ardila, Alfredo; Rosselli, Monica; Matute, Esmeralda; Inozemtseva, Olga
Titel	Gender Differences in Cognitive Development
Quelle	In: Developmental Psychology, 47 (2011) 4, S.984-990 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0023819
Schlagwörter	Oral Language; Cognitive Tests; Foreign Countries; Gender Differences; Cognitive Development; Child Development; Cognitive Ability; Children; Adolescents; Spatial Ability; Expressive Language; Receptive Language; Visual Perception; Tactual Perception; Visual Stimuli; Attention; Developmental Psychology; Colombia; Mexico + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Kognitiver Fähigkeitstest; Ausland; Geschlechterkonflikt; Kognitive Entwicklung; Kindesentwicklung; Denkfähigkeit; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Räumliches Vorstellungsvermögen; Rezeptive Kommunikationsfähigkeit; Visuelle Wahrnehmung; Taktile Wahrnehmung; Aufmerksamkeit; Entwicklungspsychologie; Kolumbien; Mexiko
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 Evaluacion Neuropsicologica 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. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10