Gender differences in processing speed: A review of recent research

Roivainen, Eka

doi:10.1016/j.lindif.2010.11.021

Cited by 122 publications

(95 citation statements)

References 44 publications

(48 reference statements)

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“…Rushton and Jensen (2005) suggest that educational and cultural factors affect processing speed tasks less than they do other psychometric tasks; therefore, it is reasonable to think that cognitive factors lead to gender differences in processing speed tasks. However, the literature regarding processing speed does not seem to have uncovered any cognitive factors causing gender differences in processing speed (Roivainen, 2011). Putting aside the impact of factors contributing to gender differences in processing speed, our findings suggest that gender differences in basic abilities, such as processing speed, might lead to gender differences in other basic or higher order skills, too.…”

Section: Discussioncontrasting

confidence: 56%

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An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children

Bahar¹,

Öztürk²

2018

IES

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This study explored the relationship between processing speed and five dimensions of creativity, which were fluency, originality, elaboration, abstractness of titles, and resistance to premature closure (RPC). It is the first empirical study that examines this relationship, also relating it to gender and level of giftedness. Data came from 133 gifted students at grades one through four in three private schools in Istanbul, Turkey. Creativity was measured through the Torrance Test of Creative Thinking -Figural. Scores from the Coding subtest of the Wechsler Intelligence Scale for Children were used as the data on processing speed. The findings showed that girls had significantly higher scores in processing speed, elaboration, abstractness of titles, and RPC. There were no significant differences in fluency and originality. While fluency and originality were the only two subscores correlated with processing speed for boys (both positively correlated), four subscores were correlated with processing speed for girls (all four negatively correlated). Girls had higher processing speed scores in the group of low giftedness, but not in the group of high giftedness. A distinct finding about the boys of high giftedness was the high positive interrelationships among originality, fluency, and processing speed, which were not there for boys of low giftedness or girls of high giftedness. With its findings, the study supports some of the previous explanations around the topic, and generates new hypotheses to be tested experimentally.

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Section: Discussioncontrasting

confidence: 56%

“…One can come across several operational definitions of processing speed, such as the speed of paper-and-pencil coding, reaction time, finger tapping, and rapid naming of objects (Roivainen, 2011). One might also encounter various definitions and / or domains of creativity.…”

Section: Discussionmentioning

confidence: 99%

An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children

Bahar¹,

Öztürk²

2018

IES

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“…According to this view, whether reading speed is assessed as part of the letter detection task or with an independent reading task, it should correlate equally strongly with the missing-letter effect. With regard to sex differences, under this view, women should reliably produce a larger missing-letter effect than men because women are generally better and faster readers than men (see, e.g., Camarata & Woodcock, 2006;Roivainen, 2011). The lack of sex differences found in some previous studies could be due to the fact that undergraduate students constitute the bulk of participants used in experimental psychology, and this population is relatively homogeneous in terms of reading skills.…”

Section: Methodsmentioning

confidence: 98%

“…One likely candidate is reading skills. Specifically, although men have better visual-spatial skills than women, women are usually better readers (see, e.g., Camarata & Woodcock, 2006;Roivainen, 2011). In addition, according to the two dominant models of the missing-letter effect, reading rate is assumed to be the key reading skills component that would affect the missing-letter effect (Greenberg, Healy, Koriat, & Kreiner, 2004;Roy-Charland, Saint-Aubin, Klein, & Lawrence, 2007).…”

Section: Introductionmentioning

confidence: 99%

Sex differences in the missing-letter effect: A question of reading or visual–spatial skills?

Saint‐Aubin

Voyer

Roy

2012

Learning and Individual Differences

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“…Finally, a male advantage has also been observed for tests of reaction time and finger tapping (Roivainen 2011).…”

Section: Gender Differences In Perceptual Motor Tasksmentioning

confidence: 80%

Gender Based Occupational Segregation and Sex Differences in Sensory, Motor and Spatial Aptitudes

Baker¹,

Cornelson²

2016

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Research on sex differences in humans documents gender differences in sensory, motor and spatial aptitudes. These aptitudes, as captured by Dictionary of Occupational Titles (DOT) codes, predict the occupational choices of men and women in the directions indicated by this research. We simulate that eliminating selection on these skills reduces the Duncan index of gender based occupational segregation by 20-23 percent in 1970 and 2012. Eliminating selection on DOT variables capturing other accounts of this segregation has a smaller impact.

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Gender differences in processing speed: A review of recent research

Cited by 122 publications

References 44 publications

An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children

An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children

Sex differences in the missing-letter effect: A question of reading or visual–spatial skills?

Gender Based Occupational Segregation and Sex Differences in Sensory, Motor and Spatial Aptitudes

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