Digit ratio (2D:4D) and academic success as measured by achievement in the academic degree “Habilitation”

Abstract

Introduction Prenatal androgen exposure has important organizing effects on brain development and therefore on future behavior. Previous research has shown, that the ratio between index finger (2D) and ring finger (4D) (2D:4D) could function as a marker of prenatal androgen effects, with a relatively shorter 2D indicating a higher prenatal androgen exposure. 2D:4D is associated with status-seeking and competitive behavior but also with altruism. Therefore, 2D:4D should be related to academic success. Methods We examined the 2D:4D of both hands, as well as the difference between both variables (Dr-l), of 209 university graduates (74 women) employed at the Medical Faculty of the Friedrich-Alexander-University Erlangen-Nürnberg, Germany, and we assessed the relationship of these variables with academic career performance. Career performance was measured by the number of publications as first or last author, and by achievement of an academic degree used in many European countries, the so-called “Habilitation”. Results In a within-sex analysis we found a non-monotonic association between the right hand digit ratio and the probability of having a “Habilitation” in females. Academic success, measured by the number of publications as first or last author and the probability of a "Habilitation", increases with age. In agreement with the literature, we found higher academic success in men. Conclusion We found a non-monotonic relationship between right hand 2D:4D and academic success in females. However, the significance of this relationship was weak.

Digit ratio (2D:4D) and transgender identity: new original data and a meta-analysis

“…When examining the scatterplot of 2D:4D and the GIDYQ score, an inverted U-shaped relationship emerged. Comparable U-shaped associations have been reported in previous studies, such as with respect to 2D:4D and academic performance, altruism, or targeting reaction time (for an overview, see Tektas www.nature.com/scientificreports/ et al 20 ). Moreover, the low standard deviations (SDs) in both the GIDYQ and the UGDS could attenuate any association with 2D:4D, thus entailing non-significant results.…”

“…This study investigated a possible association of 2D:4D and transsexuality in a large sample. It was part of the Finger Length in Psychiatry (FLIP) project 13 , 20 – 27 , a line of independent studies aiming to elucidate the role of prenatal sex hormone organization in the etiopathogenesis of psychiatric disorders in childhood, adolescence, and adulthood, such as addictive disorders 22 , 26 , 28 , 29 , 30 , suicide completion 31 , or behavioral symptoms in children 32 . Another goal was to establish prevention targets and strategies based on this model 33 .…”

Lower Digit Ratio (2D:4D) Indicative of Excess Prenatal Androgen Is Associated With Increased Sociability and Greater Social Capital

“…Our findings are in line with previous reports on higher betweenness centrality in men with lower 2D:4D, i.e., these subjects connect separated parts of the social structure (Kovářík et al, 2017). Furthermore, academic, reproductive, and trading success, all negatively correlated with 2D:4D (Manning et al, 2000; Coates et al, 2009; Nye et al, 2017; Tektas et al, 2019), have networking as an essential common mechanism to success. Hence, higher sociability might mediate the relationship between lower 2D:4D and successfulness in men.…”

“…However, the evidence seems to be more consistent at least at the level of achievements in adults. Within men, more prenatal androgen (lower 2D:4D) is associated with higher academic grade (Nye et al, 2017; Tektas et al, 2019), larger reproductive success (Manning et al, 2000), and higher trading outcome in financial traders (Coates et al, 2009). Thus, in contrast to what one might expect due to the above reported sex differences, men with lower (more masculine) 2D:4D perform better in tasks that require networking or bonding.…”

Effectiveness of the Use of Learning Tools Based on Academics Success Skills in Achieving Cognitive Learning Indicators

“…Improvement of learning tools can be in the form of learning planning, media implementation, learning assessment, and the development of a college curriculum. Improvements that have been made show the results of improved learning outcomes [7]- [15]. Nevertheless, the increase in learning outcomes in the form of an increase in cognitive abilities is only in the form of calculations and solving factual problems.…”