Sex differences in cerebral laterality of language and visuospatial processing

Clements, A.M.; Rimrodt, Sheryl L.; Abel, Jessica; Blankner, Joanna G.; Mostofsky, S.H.; Pekar, James J.; Denckla, Martha B.; Cutting, Laurie E.

doi:10.1016/j.bandl.2006.04.007

Cited by 176 publications

(136 citation statements)

References 28 publications

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“…However, others have argued that this analysis collapses tasks with relevant cognitive differences (Kansaku and Kitazawa 2001). While studies measuring activity during semantic judgments of individual words show no sex differences Gur et al 2000), studies of phonological (identifying rhymes) and grammatical (generating past tense forms) judgments show a left-lateralized pattern of activation in men, and bilateral activation in women (Shaywitz et al 1995;Pugh et al 1996;Jaeger et al 1998;Clements et al 2006). In addition, studies of passive listening to verbal narratives have shown a similar sex difference in lateralization (Phillips et al 2000;Kansaku and Kitazawa 2001).…”

Section: Verbal Memorymentioning

confidence: 95%

“…Several such studies reviewed here, examining a number of different memory measures, both visuospatial and verbal, have reported significantly different networks of activation associated with task performance between the sexes, while reporting no behavioral sex difference in performance (Grabowski et al 2003;Piefke et al 2005;Clements et al 2006;Hugdahl et al 2006). Similarly, when task performance is explicitly matched between the sexes, neural sex differences persist for some tasks (Jordan et al 2002).…”

Section: Conclusion and Suggestions For Future Workmentioning

confidence: 99%

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Sex influences on the neurobiology of learning and memory

Andreano¹,

Cahill²

2009

Learn. Mem.

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In essentially every domain of neuroscience, the generally implicit assumption that few, if any, meaningful differences exist between male and female brain function is being challenged. Here we address how this development is influencing studies of the neurobiology of learning and memory. While it has been commonly held that males show an advantage on spatial tasks, and females on verbal tasks, there is increasing evidence that sex differences are more widespread than previously supposed. Differing performance between the sexes have been observed on a number of common learning tasks in both the human and animal literature, many neither purely spatial nor verbal. We review sex differences reported in various areas to date, while attempting to identify common features of sexually dimorphic tasks, and to place these differences in a neurobiological context. This discussion focuses on studies of four classes of memory tasks for which sex differences have been frequently reported: spatial, verbal, autobiographical, and emotional memory. We conclude that the female verbal advantage extends into numerous tasks, including tests of spatial and autobiographical abilities, but that a small but significant advantage may exist for general episodic memory. We further suggest that for some tasks, stress evokes sex differences, which are not normally observed, and that these differences are mediated largely by interactions between stress and sex hormones.Sex influences on brain function are ubiquitous. Differences between the sexes have been documented at every level of neuroscience, from single neurons in cell culture to systems level processes as measured by neuroimaging. In some cases, consideration of sex may significantly alter, even reverse, conclusions about brain function drawn from the study of one sex alone (Cahill 2006). In some fields, such as the study of drug addiction, the evidence for sex differences is so strong that consideration of sex as a factor is becoming the norm, rather than the exception (Wetherington 2007).The claim that these neurobiological sex differences extend to the behavioral level has typically been more controversial. A recent review of the literature on this topic warns against the ''costs of overinflated claims of gender differences.'' The review holds that overall ''males and females are alike on most-but not all-psychological variables'' (Hyde 2005), but notes exceptions where sex does have an effect, including sexual and aggressive behaviors. Still, given how broadly sex differences are distributed on the neural level, it seems unlikely that their behavioral effects would be restricted solely to these domains.One area of behavior not considered in Hyde's review is the influence of sex on learning and memory. It is becoming increasingly clear, however, that an understanding of the neurobiological and cognitive consequences of sex is relevant across this field. In the review that follows, behavioral evidence indicating differences between men and women from numerous memory tasks will be co...

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Section: Verbal Memorymentioning

confidence: 95%

Section: Conclusion and Suggestions For Future Workmentioning

confidence: 99%

Sex influences on the neurobiology of learning and memory

Andreano¹,

Cahill²

2009

Learn. Mem.

590

400

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show abstract

“…Esto estaría sugiriendo que, junto con la edad, el género sería un posible factor influyente en la velocidad de procesamiento, al menos en torno a ese período del desarrollo (Dekker et al, 2013). En congruencia con estos hallazgos, otros estudios habrían manifestado diferencias tanto a nivel estructural como funcional, en áreas del cerebro involucradas a funciones cognitivas (Clements et al, 2006). Así, un mayor volumen de materia blanca en los varones estaría asociado a un mejor rendimiento espacial, mientras una mayor simetría bilateral en las mujeres estaría asociada con un mejor procesamiento del lenguaje.…”

Section: Génerounclassified

Diferencias individuales en razonamiento deductivo: una revisión narrativa

et al. 2016

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ResumenIntroducción: el presente estudio aborda la cuestión de diferencias individuales en razonamiento deductivo. En él se tratan algunas de las variables relacionadas con el campo: las habilidades cognitivas, el desarrollo, el género y la cultura de las personas. Objetivo: se pretende ofrecer una revisión narrativa de las principales propuestas dentro del área, con especial atención a los factores sociales. Metodología: se realiza un análisis cualitativo de la bibliografía existente, relevando aportes principalmente clásicos, y algunos recientes. Resultados: han sido detectadas variables de diferencias individuales que pueden contribuir a una mejor comprensión del fenómeno bajo estudio. Conclusión: se presentan de manera sintética los principales hallazgos y limitaciones del trabajo, relacionadas estas con la combinación de evidencia en futuros estudios metaanalíticos.Palabras clave: desarrollo, diferencias individuales, género y cultura, inteligencia, razonamiento.

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“…29,33 Clements et al also provided clear evidence of lateral differences between females and males when processing language versus visuospatial information. 25 Differences in brain function may also be explained from the perspective of human development. In a hunter-gatherer society, male hunters had to exhibit intense sensory reflexes to be able to detect their prey and kill it without feeling sympathetic.…”

Section: 23mentioning

confidence: 99%

“…24 These findings agree with those of Clements et al, who observed that males prefer to execute individual tasks and are better at performing motor activities than women. 25 Testosterone, the male hormone, enhances the spatial and visual acuity of the sense organs, affecting activities that require spatial skills such as geometry, physics, engineering and navigation. [26][27][28] This may explain why more men become pilots and architects.…”

Section: 23mentioning

confidence: 99%

Are Men from Mars and Women from Venus? Bridging the gender learning gap in medical education

Saleh

2016

SQUMJ

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Sex differences in cerebral laterality of language and visuospatial processing

Cited by 176 publications

References 28 publications

Sex influences on the neurobiology of learning and memory

Sex influences on the neurobiology of learning and memory

Diferencias individuales en razonamiento deductivo: una revisión narrativa

Are Men from Mars and Women from Venus? Bridging the gender learning gap in medical education

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