Sex Differences In Strategies Research Articles

The Collective Action Problem but Not Numerical Superiority Explains Success in Intergroup Encounters in Verreaux’s Sifaka (Propithecus verreauxi): Implications for Individual Participation and Free-Riding

Socioecological theory predicts that larger groups are able to gain better access to resources because of their numerical advantage in intergroup contests. Nevertheless, the numerical superiority hypothesis has received mixed support, perhaps due to the collective action problem and sex differences in strategies and payoffs. We tested the numerical superiority and the collective action problem hypotheses using 141 intergroup encounters in a 7-year dataset on 5 groups of Verreaux’s sifaka (Propithecus verreauxi) at Ankoatsifaka Research Station in Kirindy Mitea National Park in western Madagascar. Contrary to the numerical superiority hypothesis, larger groups were not more likely to supplant smaller groups, nor was success determined by participation of a larger number of one sex. Consistent with a collective action problem, group size negatively affected participation. Notably, the sexes differed in which factors predicted individual participation. Male participation, which may serve to defend mating opportunities with resident females and signal competitive ability to neighboring groups, was greater than female participation, though we did not detect any strong predictor of male participation. Female participation was more likely during the lactation season, when food resources were scarce, than during the mating season. Contrary to previous studies, which argued that mothers with infants avoid intergroup conflicts because of the risk of infanticide, our study suggests that maternal energetic stress due to lactation and food scarcity increases the benefits of defending resources and instead drives mothers to participate in intergroup encounters. Thus, individual reproductive payoffs provide the private incentives needed to induce collective action.

Sex differences in mental strategies for single-digit addition in the first years of school

Strategy use in single-digit addition is an indicator of young children’s numeracy comprehension. We investigated Danish primary students’ use of strategies in single-digit addition with interview-based assessment of how they solved 36 specific single-digit addition problems, categorised as either ‘error’, ‘counting’, ‘direct retrieval’ or ‘derived facts’. The proportional use of each strategy was analysed as multi-level functions of school age and sex. In a first study (260 interviews, 147 students) we found decreasing use of counting and increasing use of direct retrieval and derived facts through years 1–4, girls using counting substantially more and the other two strategies substantially less than boys, equal to more than 2 years’ development. Similar results appeared in a subsequent study (155 interviews, 83 students), suggesting that the pattern is pervasive in Danish primary schools. Finally, we ask whether sex differences in strategy use is generally under-reported since many studies do not explicitly address them.

Sex-related coping responses in mice selectively bred for aggression.

Sex differences in strategies of coping with novel situations were studied in three strains of mice with regard to metabolism and open-field and maze activity as well as learning-induced adjustment. The 140 mice were selectively bred for high (Turku Aggressive [TA]) and low (Turku Nonaggressive [TNA]) levels of aggressiveness and originated from a Swiss albino stock normally distributed [N] for aggressiveness. The results indicated that TNA sex differences are more similar to those of the control N mice as compared to those of TA mice. In maze learning, however, the sex differences of TA mice are more in agreement with those of the N strain. Recordings of metabolism and open-field as well as maze activity were correlates of both gender and strain. Sex differences in learning-induced open-field coping behavior were unrelated to strain.

Age and sex differences in strategies of coping and defense across the life span.

Age and sex differences in strategies of coping and defense across the life span.

Age and sex differences in strategies of coping and defense across the life span.

Age and sex differences in the use of coping and defense strategies were examined in life-span sample of 381 individuals. Participants responded to 2 self-report measures assessing mechanisms of coping and defense and measures assessing their level of cognitive complexity. Older adults used a combination of coping and defense strategies indicative of greater impulse control and the tendency to positively appraise conflict situations. Adolescents and younger adults used strategies that were outwardly aggressive and psychologically undifferentiated, indicating lower levels of impulse control and self-awareness. Women used more internalizing defenses than men and used coping strategies that flexibly integrated intra-and interpersonal aspects of conflict situations. Taken together, findings provide evidence for the age- and sex-specific use of strategies of coping and defense, suggesting that men and women may face different developmental tasks in the process toward maturity in adulthood.

Sex differences in route-learning

Past literature on map-learning tasks has generally inferred that males tend to use a geometric strategy, and females tend to use a landmark strategy to learn a map. However, none of the studies have controlled for possible effects of extra-map superior visual memory in females on their memory for landmarks, and few have probed the actual relation between accuracy of performance and geometric or landmark knowledge. This study investigated sex differences in strategies for route-learning, controlling for visual-item memory. All subjects (48 female, 49 male) were required to learn a route to criterion through a novel map. As expected, males made fewer errors and took fewer trials to reach criterion. Females remembered more landmarks both on and off the route than males, and superior memory for landmarks was not accounted for by a superior visual-item memory. Males outperformed females in knowledge of the Euclidean properties of the map. However, despite the pronounced sex differences in knowledge retained from the maps, both males' and females' performance was related to spatial ability rather than to landmark recall.

Sex differences in elaborative strategies: A developmental analysis

The present study examined sex differences in the use of elaboration in paired associate learning in adolescence and young adulthood. In Experiment 1, 48 eighth grade and 48 tenth grade students were asked to recall 24 word pairs, half of which were high frequency pairs, and half low frequency pairs. After recall, students reported the type of strategy used for each word pair (reading the pairs carefully, rehearsing the words, using imagery or constructing a verbal connection). Females used elaborative strategies more often, were more likely to recall elaborated pairs, and recalled more word pairs than males at both ages. These effects were observed in both high and low frequency word pairs. There was also a main effect of frequency, with elaboration more common with high frequency word pairs. In Experiment 2, college students performed the same paired-associates learning task, but with the added instruction to describe their elaborations in a sentence. At this age, there was a sex by materials interaction, with sex differences in strategy use only present with low frequency word pairs. These findings indicate that sex differences diminish under more favorable task conditions that encourage strategy use (high frequency word pairs) as males and females become more proficient strategy users, but remain under less favorable circumstances. An examination of the types of elaborations generated by college students indicated although males and females produced similar types of elaborations to the word pairs, sex differences in the recallability of low frequency words appeared with less interactive and more idiosyncratic elaborations.

Relationships between sex-related psychological characteristics during adolescence and catecholamine excretion during achievement stress.

ABSTRACTThe study is concerned with stress and coping patterns in 18‐yr‐old male and female students who participated in a longitudinal developmental study. Measures of the urinary excretion of adrenaline and noradrenaline obtained during a 6‐hr matriculation examination (stress condition) and 2–3 hrs of routine school work (control condition) were related to relatively enduring psychological characteristics of the subjects assessed at the age of 18 and, for some of the variables, also at age 15. In the control condition, correlations between adrenaline excretion and psychological variables were low and sex differences slight. In the stress condition, the pattern of correlations between catecholamine excretion and psychological variables was much higher and markedly different for the two sexes. In males, adrenaline excretion was positively related to achievement‐orientation and negatively related to anxiety. In females, adrenaline excretion was negatively related to self‐esteem and sense of fulfilling social expectations. An interpretation emphasizing sex differences in strategies for coping with achievement demands is discussed.