Gender Differences in Human Neuropsychological Function

Levy, Jerre; Heller, Wendy

doi:10.1007/978-1-4899-2453-7_8

Cited by 54 publications

(47 citation statements)

References 90 publications

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“…These gender effects were consistent with previously reported gender differences in the literature (Linn & Petersen, 1986) (Levy & Heller, 1992) (Hampson & Kimura, 1988) (Hampson, 1990)). Perhaps equally important is what was not found.…”

Section: -12supporting

confidence: 92%

“…Note that in the Thorndyke conception, an emphasis upon object-location memory would be categorized as landmark knowledge -the most elementary level of spatial knowledge. Women perform poorly with respect to men in the speed of acquisition of routes (Harrison et al, 1997) and in the performance of laboratory mental rotation tasks which seem to correlate well with speed of route learning (many references, including (Linn & Petersen, 1986) (Levy & Heller, 1992) (Hampson & Kimura, 1988) (Hampson, 1990)). What is only beginning to be explored is the notion that women may be employing an alternative spatial learning strategy which follows a longer time course than the male-preferred route learning strategy, but which ultimately leads to more robust and detailed survey knowledge of a space (McBurney et al, 1997) (Seymore et al, 1996).…”

Section: -3mentioning

confidence: 99%

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1997 Summer Research Program (SRP), Graduate Student Research Program (GSRP), Final Reports, Volume 7A, Armstrong Laboratory

Moore¹

1997

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Section: -12supporting

confidence: 92%

Section: -3mentioning

confidence: 99%

1997 Summer Research Program (SRP), Graduate Student Research Program (GSRP), Final Reports, Volume 7A, Armstrong Laboratory

Moore¹

1997

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“…Gonadal hormone levels have been related to the development of spatial skill through studies of humans with hormonal abnormalities (see review by Levy & Heller, 1992). For example, males with idiopathic hypogonadotrophic hypogonadism who have androgen deficiency early in life have low spatial ability compared with normal males and with males who developed androgen deficiency during puberty (Hier & Crowley, 1982).…”

Section: Discussionmentioning

confidence: 99%

Early sex differences in spatial skill.

Levine¹,

Huttenlocher²,

Taylor³

et al. 1999

Developmental Psychology

394

370

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This study investigated sex differences in young children's spatial skill. The authors developed a spatial transformation task, which showed a substantial male advantage by age 4 years 6 months. The size of this advantage was no more robust for rotation items than for translation items. This finding contrasts with studies of older children and adults, which report that sex differences are largest on mental rotation tasks. Comparable performance of boys and girls on a vocabulary task indicated that the male advantage on the spatial task was not attributable to an overall intellectual advantage of boys in the sample.

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“…Reports in the literature suggest that there are sex differences in brain organization (Negri-Cesi et al, 2004;Levy & Heller, 1992;Galaburda et al, 1990). In children ranging from infancy to age 3, studies on stability of EEG asymmetry were based on small groups and consequently sex differences could not be evaluated due to insufficient statistical power (Jones et al, 1997;Fox et al, 1992).…”

Section: Introductionmentioning

confidence: 99%

Long-term stability of electroencephalographic asymmetry and power in 3 to 9 year-old children

Vuga

Fox

Cohn

et al. 2008

International Journal of Psychophysiology

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We investigated test-retest stability of resting EEG asymmetry and power in the alpha frequency range across a 0.6 -to 3-year interval in 125 children (57 girls and 68 boys) for two age groups, 87 preschool children (3 to 5 year-olds) and 38 school-age children (6 to 9 year-olds). Children were from families with a parent's history of unipolar or bipolar depression (36 girls and 43 boys) or control families with no parent history of depression nor any other psychiatric disorder (21 girls and 25 boys). Frontal EEG asymmetry stability was low to moderate; intraclass correlations ranged from zero to 0.48 in the eyes-open condition, and from 0.19 to 0.45 in the eyes-closed condition. Also, parietal EEG asymmetry was low to moderate; intraclass correlations ranged from 0.21 to 0.52 in the eyes-open condition and from 0.27 to 0.72 in the eyes-closed condition. Stability of EEG asymmetry was not related to age, sex of the child, or parent's history of mood disorder. Frontal and parietal EEG power appeared moderately to highly stable. Intraclass correlations were between 0.65 and 0.86 in the eyes-open condition and between 0.52 and 0.90 in the eyes-closed condition. Although stability of EEG power was not statistical significantly different between preschool and school-age children, it consistently showed higher stability values in school-age children than in preschool children. Stability in school-aged children approached values as has been reported for adults. The findings provide partial support to the concept of frontal EEG asymmetry as a trait marker in childhood.

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Gender Differences in Human Neuropsychological Function

Cited by 54 publications

References 90 publications

1997 Summer Research Program (SRP), Graduate Student Research Program (GSRP), Final Reports, Volume 7A, Armstrong Laboratory

1997 Summer Research Program (SRP), Graduate Student Research Program (GSRP), Final Reports, Volume 7A, Armstrong Laboratory

Early sex differences in spatial skill.

Long-term stability of electroencephalographic asymmetry and power in 3 to 9 year-old children

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