Abstract
The aim of this study was to investigate sex similarities and differences in visuospatial and fluid abilities and IQ scores based on those abilities in children aged two to eight. Standardization data from the Snijders-Oomen Nonverbal Intelligence Test for Children aged 2–8 (SON-R 2–8) were used. A representative sample composed of 965 children from the Netherlands and 762 children from Germany was examined. Small but significant mean sex differences favoring girls were observed until age four. At ages six and seven, boys achieved similar cognitive development levels to girls regarding all abilities assessed and outperformed girls on the Mosaics subtest measuring visuospatial cognition. Boys also displayed higher variability rates in performance. The distribution of IQ scores, with the overrepresentation of girls scoring above mean and the overrepresentation of boys scoring below mean in early childhood, altered with age towards parity between the sexes. The results suggest that girls tend to mature earlier with respect to cognitive abilities. During the course of development, however, the differences between girls and boys may become negligible.
Highlights
Sex differences in intelligence have been frequently researched and controversially debated.In particular, the superiority of males on visuospatial and quantitative abilities and the superiority of females on verbal abilities have been reported, both in children and adults [1,2,3,4]
The multivariate analysis of variance (MANOVA) applied to the six subtests in the full sample yielded a significant multivariate effect of sex—Wilks’ Lambda = 0.98, F (6, 1710) = 6.06, p < 0.001, η2 = 0.02—and age—Wilks’ Lambda
The analysis of variance (ANOVA) applied to the three composite scores in the full sample yielded a significant effect of sex for IQ—F (1, 1715) = 6.82, p = 0.009, η2 = 0.01; and IQ RS, F (1, 1715) = 12.26, p < 0.001, η2 = 0.01
Summary
The superiority of males on visuospatial and quantitative abilities and the superiority of females on verbal abilities have been reported, both in children and adults [1,2,3,4] As these differences are usually small or appear in a small number of tests [5,6,7], an alternative research strategy targeting at investigating and theorizing sex similarities has been proposed [8]. Environmental factors such as socialization practices, gender equity, access to education, and employment may induce increases or decreases in certain cognitive sex differences. Both similarities and differences in cognition between males in females should be reexamined [9]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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.
