Abstract
The study examined gender differences on the Das-Naglieri planning, attention, simultaneous and successive processing tasks developed following the Planning, Attention, Simultaneous and Successive model of cognitive processing. The study's two samples of 434 (Grades 2, 6, and 10) and 110 (combined Grades 4 and 5) children included pupils from several schools in a large midwestern suburban school district. The results indicated that boys and girls performed similarly on simultaneous, successive, and attention measures but girls outperformed boys on measures of planning processes. These differences were significant for the sixth graders in the first sample and for the combined sample of fourth and fifth graders. These results suggest that a broader definition of intelligence, one that includes measures of planning and attention in addition to simultaneous and successive processes, might provide useful information when cognitive differences and similarities of the genders are examined. Implications of these findings are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
