GENDER DIFFERENCES IN COGNITIVE INDICATORS IN PRESCHOOL AND PRIMARY SCHOOL AGE CHILDREN

Abstract

Background. Sex differences in the study of the cognitive domain are significant for the interpretation of data in different fields; however, the nature of the differences remains an open question. This article presents the results of a study of gender differences in cognitive performance in children of preschool and primary school age. Objective. To study gender differences in the cognitive performance in children of preschool and primary school age. Methods. The sample consisted of students from kindergartens and schools in Moscow (N = 301). Two versions of the Wechsler Test were used as the main instruments for diagnosing cognitive abilities: the Wechsler test for preschoolers (WPPSI-IV) and the Wechsler children’s test (WISC-V). Analysis of the results used Student’s t-test and a measure of the effect size (Cohen’s d). Results. The effect of gender on cognitive performance varies significantly depending on the age of the children. The most pronounced gender differences were identified among children of early preschool age: girls received significantly higher scores on the index of verbal comprehension and the general intelligence scale. In the children of middle and older preschool age, there were no statistically significant gender differences for any evaluated parameter. In the younger schoolchildren, differences between boys and girls were found in the speed of information processing and the vocabulary subtest. Girls were ahead of boys in completing tasks included in the information-processing speed index, while boys were better at completing the vocabulary subtest.