Gender Differences In Cognitive Abilities Research Articles

Gender Differences in Cognitive Abilities in Human Adults

Modern world of globalization and unification is of particular interest considering the rapid changes in men's and women's dispositions and engagement in societal institutions. According to these contemporary developments of the psychosocial context, cognitive differences between females and males may also be changing. The aim of this study was to update findings from the last two decades regarding gender differences in cognitive abilities. Major updated results confirm earlier studies and demonstrate relevant gender differences in spatial abilities, verbal skills, emotional processing and executive functions. Like earlier studies, the new data also show small to trivial gender differences in mathematics performance, yet gender effects on complex problem solving are found to be smaller than in 1990 meta-analyses. The updated data confirm that gender differences in cognitive abilities do exist despite the increasing unification of men's and women's involvement in psychosocial contexts. Moreover, new scientific approaches demonstrate that these gender-specific cognitive differences are grounded on hormonal, neuroanatomical and neurofunctional substrates emphasizing their biological origin. Although the psychosocial interaction is of relevance, the primary biological basis of gender differences should be very strongly and carefully considered.

Local variation in brain temperature explains gender-specificity of working memory performance.

Exploring gender differences in cognitive abilities offers vital insights into human brain functioning. Our study utilized advanced techniques like magnetic resonance thermometry, standard working memory n-back tasks, and functional MRI to investigate if gender-based variations in brain temperature correlate with distinct neuronal responses and working memory capabilities. We observed a significant decrease in average brain temperature in males during working memory tasks, a phenomenon not seen in females. Although changes in female brain temperature were significantly lower than in males, we found an inverse relationship between the absolute temperature change (ATC) and cognitive performance, alongside a correlation with blood oxygen level dependent (BOLD) signal change induced by neural activity. This suggests that in females, ATC is a crucial determinant for the link between cognitive performance and BOLD responses, a linkage not evident in males. However, we also observed additional female specific BOLD responses aligned with comparable task performance to that of males. Our results suggest that females compensate for their brain's heightened temperature sensitivity by activating additional neuronal networks to support working memory. This study not only underscores the complexity of gender differences in cognitive processing but also opens new avenues for understanding how temperature fluctuations influence brain functionality.

Gender differences in cognitive development in cohorts of young, middle, and older adulthood over 12 years.

Understanding gender differences in human cognitive development may contribute to understanding the gender differences in outcomes in cognitive ageing. However, evaluation of this topic has been hindered by a lack of representative, longitudinal data from different aged cohorts measured on the same cognitive tests. Gender differences in cognitive abilities were evaluated in three population-based cohorts (baseline age-span 20 to 76, 52% female, 94% Caucasian, 5% Asian and 1% other ethnic background, baseline N = 7,485), initially drawn from the electoral role in Australia where voting is compulsory, that were assessed four times over 12 years on measures of verbal memory, processing speed, working memory, verbal ability, and reaction time. Linear mixed models showed that within each cohort, women had better verbal memory and men had better working memory and faster reaction times. Verbal ability and processing speed showed variable gender differences in the young and middle-aged cohorts but no difference in the oldest cohort. In young and middle age, there were no gender differences in rates of change in verbal memory, processing speed, reaction time, verbal ability, or working memory. In old age, the gender differences were only observed in rates of change in verbal memory. Women showed more verbal memory decline between the 8-year and 12-year follow-ups than men, despite retaining higher average memory performance than men. We conclude that from ages 20-76, gender differences in cognitive abilities are stable except for faster memory ageing among women in the eighth decade. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Sex Differences in Intelligence in Children Aged 2:6–7:7: Analysis of the Factor Structure and Measurement Invariance of the German Wechsler Primary and Preschool Scale of Intelligence–Fourth Edition

The present study investigated gender differences in cognitive abilities for children aged 2–7 years on the German Wechsler Primary and Preschool Scale of Intelligence–Fourth Edition (WPPSI-IV). WPPSI-IV data of 1,042 children (517 girls and 525 boys) were selected from the extended dataset of the German WPPSI-IV standardization sample. First of all, confirmatory factor analyses (CFAs) were used to verify the factor structure of the WPPSI-IV, which was proposed by the test developers. Then, multiple-group confirmatory factor models were implemented to explore measurement invariance across gender. Finally, mean differences in the subtests, index scores, as well as full scale IQ (FSIQ) were analyzed. The second-order three-factor model for age group 2:6–3:11 as well as the second-order five-factor model for age group 4:0–7:7 could be verified. For age group 2:6–3:11, full scalar invariance could be accepted, whereas partial scalar invariance could be established by freeing five nonequivalent subtest intercepts for age group 4:0–7:7. These findings support interpretable comparisons of the WPPSI-IV scores between girls and boys. For age group 4:0–7:7, partial invariance should be taken into account in these comparisons. Furthermore, girls aged 4:0–7:7 showed an advantage in processing speed (PS). Mean scores in any of the other cognitive abilities did not differ between girls and boys in both age groups. These results indicated measurement invariance across gender on the WPPSI-IV, so that the tests measure cognitive abilities in the same way for girls and boys. The current findings showed that gender differences in PS may emerge in early childhood, which might lead to gender differences in later educational skills.

Sex Hormones as Cognitive Enhancers?

Understanding the differences in the way women and men think has made headway thanks to experiments showing how sex hormones influence cognitive capacities. Masculine and feminine sex hormones (androgens and estrogens, respectively) affect cognition in different ways and may account for some of the gender differences in cognitive abilities, allowing men and women to perform better in certain cognitive tests. In this opinion article, we discuss studies addressing differences in cognitive functions between males and females and the underlying neural substrates, as well as the effects of sex hormone supplementation. Even though some studies on patients receiving exogenous sex hormones showed gender differences that emerge at group levels on a few cognitive tasks, it is not yet clear whether these differences can be partially attributed to hormonal causes. Supplementation of female estrogen can enhance verbal skills, whereas masculine androgen can increase performance in mathematical and visuospatial tasks. Studies of the administration of exogenous sex hormones have allowed further insight into the use of sex hormones as possible cognitive enhancers.

Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP).

A frequently observed research finding is that females outperform males on tasks of verbal and language abilities, but there is considerable variability in effect sizes from sample to sample. The gold standard for evaluating gender differences in cognitive ability is to recruit a large, demographically representative sample. We examined 3 decades of U.S. student achievement in reading and writing from the National Assessment of Educational Progress to determine the magnitude of gender differences (N = 3.9 million), and whether these were declining over time as claimed by Feingold (1988). Examination of effect sizes found a developmental progression from initially small gender differences in Grade 4 toward larger effects as students progress through schooling. Differences for reading were small-to-medium (d = -.32 by Grade 12), and medium-sized for writing (d = -.55 by Grade 12) and were stable over the historical time. Additionally, there were pronounced imbalances in gender ratios at the lower left and upper right tails of the ability spectrum. These results are interpreted in the context of Hyde's (2005) gender similarities hypothesis, which holds that most psychological gender differences are only small or trivial in size. Language and verbal abilities represent one exception to the general rule of gender similarities, and we discuss the educational implications of these findings. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Gender Differences in Cognitive Abilities Among the Elderly Poor of Peru

We study gender differences on cognitive functioning among older adults living in poverty. The data come from the Survey of Health and Wellbeing of the Elderly (ESBAM) which is the baseline survey to evaluate the Peru’s social pension program Pension 65. The results show that females are better off than males regarding episodic memory, but worse off in mental intactness. We do not find gender differences in the overall measure of cognition, but regional differences matter in favour of urban localities. The sizeable associations of education and quality of childhood nutrition with later-life cognition confirm the long-term impacts of early life developments on current outcomes, particularly in the case of females. Therefore, policies aimed at improving early childhood development are expected to have a positive impact in the quality of old-age.

Children's Gender-Typed Toy Interests: Does Propulsion Matter?

Children's toy play is at the foundation of child development. However, gender differentiation in early play experiences may result in gender differences in cognitive abilities, social interactions, and vocational choices. We investigated gender-typing of toys and toys' propulsive properties (e.g., wheels, forward motion) as possible factors impacting children's toy interests, perceptions of other children's interests, and children's actual toy choices during free play. In Studies 1 and 2, 82 preschool children (42 boys, 40 girls; mean age=4.90years) were asked to report their interest and perceptions of other children's interests in toys. In Study 1, masculine, feminine, and neutral toys with and without propulsive properties were presented. Children reported greater interest in gender-typed toys and neutral toys compared to cross-gender-typed toys. In Study 2, unfamiliar, neutral toys with and without propulsive properties were presented. Propulsive properties did not affect children's interest across both studies. Study 3 was an observational study that assessed toy preferences among 42 preschool children (21 males, 21 females, mean age=4.49years) during a play session with masculine, feminine, and neutral toys with and without propulsive properties. Gender-typed toy preferences were less apparent than expected, with children showing high interest in neutral toys, and girls playing with a wide variety of masculine, feminine, and neutral toys. Gender differences in interest for toys with propulsion properties were not evident. Overall, gender differences in children's interest in toys as a function of propulsion properties were not found in the three experiments within this study.

Gender differences in latent cognitive abilities in children aged 2 to 7

Gender differences in the latent cognitive abilities underlying the Wechsler Primary and Preschool Scale of Intelligence—Fourth Edition (WPPSI-IV) were investigated in children aged 2 to 7. Multiple-group confirmatory factor analysis was used to verify the measurement invariance of the WPPSI-IV factor model in boys and girls. Then the magnitude of gender differences in the means and variances of the abilities was estimated. Multiple-indicator multiple-cause models were implemented to explore whether the magnitude of these differences varied across age. Girls aged 2 to 7 demonstrated higher general intelligence. Girls aged 4 to 7 demonstrated an advantage in processing speed. A gender difference favoring boys in visual processing was absent in ages 2 to 3 but emerged in ages 4 to 7. Gender differences in fluid reasoning, short-term memory, and comprehension-knowledge were not found. The variability of any of the abilities did not differ among girls and boys. These results indicate that gender differences in cognitive abilities emerge in early childhood, which may contribute to gender differences in later educational outcomes.

Child Gender, Parental Investment, and Labor Market Outcomes

This paper provides new evidence of the effects of child gender on parental labor supply and earnings in two-parent families with one child. Using data from the China Health and Nutrition Survey, I document a son premium on the intensive margin of both paternal and maternal labor supply. Parents with a newborn to six-year-old son have higher labor supply than parents with a daughter of the same age group. A further examination indicates that co-residence with grandparents induces the son premium. Grandparents are more likely to live in the same household as a grandson than granddaughter, which allows parents with a preschool age son to work more. The intensification of market work associated with having a son leads to differential developmental investments in boys and girls, which causes gender differences in cognitive ability, education and other measures of a child’s well-being. It may also affect the economic outcomes over the lifecycle of parents through labor market attachment.

Comparison of cognitive functions between male and female medical students: a pilot study.

There are gender differences in cognitive abilities. The major enigma is whether males or females perform better in various cognitive tasks. The reports were found to be contradictory. Studies have shown that oestrogen and testosterone accentuate cognitive functions. But the effects of progesterone on cognitive functions are still contradictory. To assess and compare the cognitive functions between male and female students. This study was conducted on healthy male (n=21) and female (n=21) volunteers who were aged between 19-37 years. Cognitive functions which were assessed in males (one time) and females (two times: during preovulatory and postovulatory phases of the menstrual cycle) were attentional: visual reaction time (VRT) and Go/No-Go VRT; perceptual: fast counting (FC), executive: Erisken Flanker Test (EFT) and Stroop Test (ST), and working memory. Data were compared by using Mann-Whitney U-test. Cognitive functions in female preovulatory phase were comparable to male cognitive functions. In addition, the female postovulatory phase cognitive functions were also similar to those of males in all the tasks, except those seen in VRT and ST. Male performed better than females in VRT (M: 331.66 ms, IQR: 286.99-375.33 vs. M: 367.8 ms, IQR: 340.66-435.66; p=0.05). However, in ST, females showed higher accuracies in reading colour interferences than males (M: 100%, IQR: 95.12-100 vs. M: 95.24%, IQR: 86.36-100; p=0.04). In addition, males showed trend of a poorer performance than females in Go/No-Go VRT, ST colour reading normal time and interference time and in working-memory time. Male cognitive functions were comparable to female preovulatory phase cognitive functions. However, females, during postovulatory phase of their cycle, may have advantages in executive tasks (Stroop test) and disadvantages in attentional tasks (VRT), as compared to males.

Gender Differences in Cognition in China and Reasons for Change over Time: Evidence from CHARLS.

In this paper, we model gender differences in cognitive ability in China using a new sample of middle-aged and older Chinese respondents. Modeled after the American Health and Retirement Survey (HRS), CHARLS respondents are 45 years and older and are nationally representative of the Chinese population in this age span. Our measures of cognition in CHARLS rely on two measures that proxy for different dimensions of adult cognition-episodic memory and intact mental status. We relate these cognitive measures to adult health and SES outcomes during the adult years. We find large cognitive differences to the detriment of women that were mitigated by large gender differences in education among these generations of Chinese people. These gender differences in cognition are especially concentrated in the older age groups and poorer communities within the sample. We also investigated historical, geographical, and cultural characteristics of communities to understand how they impact cognition. Economic development and environmental improvement such as having electricity, increases in wage per capita and green coverage ratio generally contribute to higher cognition ability. Women benefit more from the fruits of development -electricity and growth of green coverage ratio are conducive to lessening female disadvantage in cognition.

Gender Differences in Cognitive Abilities of Children Attending School and Not Attending School in Migrant Labour Families

Gender Differences in Cognitive Abilities of Children Attending School and Not Attending School in Migrant Labour Families

Gender Differences in Cognition in China and Reasons for Change Over Time: Evidence from Charls

In this paper, we model gender differences in cognitive ability in China using a new sample of middle-aged and older Chinese respondents. Modeled after the American Health and Retirement Survey (HRS), CHARLS respondents are 45 years and older and are nationally representative of the Chinese population in this age span. Our measures of cognition in CHARLS relies on two measures that proxy for different dimensions of adult cognition – episodic memory and intact mental status. We relate these cognitive measures to adult health and SES outcomes during the adult years. We find large cognitive differences to the detriment of women that were mitigated by large gender differences in education among these generations of Chinese people. These gender differences in cognition are especially concentrated in the older age groups and poorer communities within the sample.We also investigated historical, geographical, and cultural characteristics of communities to understand how they impact cognition. Economic development and environmental improvement such as having electricity, increase in wage per capita and green coverage ratio generally contribute to higher cognition ability. Women benefit more from the fruits of development – electricity and growth of green coverage ratio are conducive to lessening female disadvantage in cognition.

Gender, culture, and sex-typed cognitive abilities.

Although gender differences in cognitive abilities are frequently reported, the magnitude of these differences and whether they hold practical significance in the educational outcomes of boys and girls is highly debated. Furthermore, when gender gaps in reading, mathematics and science literacy are reported they are often attributed to innate, biological differences rather than social and cultural factors. Cross-cultural evidence may contribute to this debate, and this study reports national gender differences in reading, mathematics and science literacy from 65 nations participating in the 2009 round of the Programme for International Student Assessment (PISA). Consistently across all nations, girls outperform boys in reading literacy, d = −.44. Boys outperform girls in mathematics in the USA, d = .22 and across OECD nations, d = .13. For science literacy, while the USA showed the largest gender difference across all OECD nations, d = .14, gender differences across OECD nations were non-significant, and a small female advantage was found for non-OECD nations, d = −.09. Across all three domains, these differences were more pronounced at both tails of the distribution for low- and high-achievers. Considerable cross-cultural variability was also observed, and national gender differences were correlated with gender equity measures, economic prosperity, and Hofstede’s cultural dimension of power distance. Educational and societal implications of such gender gaps are addressed, as well as the mechanisms by which gender differences in cognitive abilities are culturally mediated.

Exploring the Science Behind Sex and Gender Differences in Cognitive Abilities

Exploring the Science Behind Sex and Gender Differences in Cognitive Abilities

Gender Differences in Cognition among Older Adults in China

In this paper, we model gender differences in cognitive ability in China using a new sample of middle-aged and older Chinese respondents. Modeled after the American Health and Retirement Study (HRS), the CHARLS Pilot survey respondents are 45 years and older in two quite distinct provinces-Zhejiang, a high-growth industrialized province on the East Coast, and Gansu, a largely agricultural and poor province in the West-in a sense new and old China. Our cognition measures proxy for two different dimensions of adult cognition-episodic memory and intact mental status. On both measures, Chinese women score much lower than do Chinese men, a gender difference that grows among older Chinese cohorts. We relate both these cognition scores to schooling, urban residence, family and community levels of economic resources, and height. We find that cognition is more closely related to mean community resources than to family resources, especially for women, suggesting that in traditional poor Chinese communities there are strong economic incentives to favor boys at the expense of girls. We also find that these gender differences in cognitive ability have been steadily decreasing across birth cohorts as the economy of China grew rapidly. Among cohorts of young adults in China, there is no longer any gender disparity in cognitive ability. This parallels the situation in the United States where cognition scores of adult women actually exceed those of adult men.

Gender Differences in Cognition among Older Adults in China

In this paper, we model gender differences in cognitive ability in China using a new sample of middle-aged and older Chinese respondents. Modeled after the American Health and Retirement Study (HRS), the CHARLS Pilot survey respondents are 45 years and older in two quite distinct provinces—Zhejiang, a high-growth industrialized province on the East Coast, and Gansu, a largely agricultural and poor province in the West—in a sense new and old China. Our cognition measures proxy for two different dimensions of adult cognition—episodic memory and intact mental status. On both measures, Chinese women score much lower than do Chinese men, a gender difference that grows among older Chinese cohorts. We relate both these cognition scores to schooling, urban residence, family and community levels of economic resources, and height. We find that cognition is more closely related to mean community resources than to family resources, especially for women, suggesting that in traditional poor Chinese communities there are strong economic incentives to favor boys at the expense of girls. We also find that these gender differences in cognitive ability have been steadily decreasing across birth cohorts as the economy of China grew rapidly. Among cohorts of young adults in China, there is no longer any gender disparity in cognitive ability. This parallels the situation in the United States where cognition scores of adult women actually exceed those of adult men.

Gender Differences in Cognition Among Older Adults in China

In this paper, the authors model gender differences in cognitive ability in China using a new sample of middle-aged and older Chinese respondents. Modeled after the American Health and Retirement Survey (HRS), the CHARLS Pilot survey respondents are 45 years and older in two quite distinct provinces — Zhejiang a high growth industrialized province on the East Coast, and Gansu, a largely agricultural and poor Province in the West. Their measures of cognition in CHARLS relies on two measures that proxy for different dimensions of adult cognition — episodic memory and intact mental status. They relate both these childhood health measures to adult health and SES outcomes during the adult years. They find large cognitive differences to the detriment of women that were mitigated by large gender differences in education among these generations of Chinese people. These gender differences in cognition are especially concentrated within poorer communities in China with gender difference being more sensitive to community level attributes than to family level attributes, with economic resources. In traditional poor Chinese communities, there are strong economic incentives to favor boys at the expense of girls not only in their education outcomes, but in their nutrition and eventually their adult height. These gender cognitive differences have been steadily decreasing across birth cohorts as the economy of China grew rapidly. Among younger cohorts of young adults in China, there is no longer any gender disparity in cognitive ability.

Gender differences in variance and means on the Naglieri Non‐verbal Ability Test: Data from the Philippines

Research on gender differences in intelligence has focused mostly on samples from Western countries and empirical evidence on gender differences from Southeast Asia is relatively sparse. This article presents results on gender differences in variance and means on a non-verbal intelligence test using a national sample of public school students from the Philippines. More than 2,700 sixth graders from public schools across the country were tested with the Naglieri Non-verbal Ability Test (NNAT). Variance ratios (VRs) and log-transformed VRs were computed. Proportion ratios for each of the ability levels were also calculated and a chi-square goodness-of-fit test was performed. An analysis of variance was performed to determine the overall gender difference in mean scores as well as within each of three age subgroups. Our data show non-existent or trivial gender difference in mean scores. However, the tails of the distributions show differences between the males and females, with greater variability among males in the upper half of the distribution and greater variability among females in the lower half of the distribution. Descriptions of the results and their implications are discussed. Results on mean score differences support the hypothesis that there are no significant gender differences in cognitive ability. The unusual results regarding differences in variance and the male-female proportion in the tails require more complex investigations.