Sex-related differences in cognition: Development during early childhood

Kraft, R. Harter; Nickel, Laurie D.

doi:10.1016/1041-6080(95)90013-6

Cited by 13 publications

(7 citation statements)

References 64 publications

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“…Girls showed a slight advantage on verbal learning, but their performance actually declined through adolescence relative to boys, an unexpected finding. Sex-related differences in verbal fluency are reported in children and adults (Hines, 2004;Kraft & Nickel, 1995;Rahman et al, 2003), although not consistently (Harrison et al, 2000;Levin et al, 1991). Our sample did not demonstrate such a difference, nor were there differences for Calculation, indicating that at least at the procedural level of mathematics, boys and girls in this healthy sample do not differ.…”

Section: Effects Of Sex On Task Performancecontrasting

confidence: 52%

The NIH MRI study of normal brain development: Performance of a population based sample of healthy children aged 6 to 18 years on a neuropsychological battery

Waber

Moor

Forbes

et al. 2007

J. Inter. Neuropsych. Soc.

216

212

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The National Institutes of Health (NIH) Magnetic Resonance Imaging (MRI) Study of Normal Brain Development is a landmark study in which structural and metabolic brain development and behavior are followed longitudinally from birth to young adulthood in a population-based sample of healthy children. The neuropsychological assessment protocol for children aged 6 to 18 years is described and normative data are presented for participants in that age range (N = 385). For many measures, raw score performance improved steeply from 6 to 10 years, decelerating during adolescence. Sex differences were documented for Block Design (male advantage), CVLT, Pegboard and Coding (female advantage). Household income predicted IQ and achievement, as well as externalizing problems and social competence, but not the other cognitive or behavioral measures. Performance of this healthy sample was generally better than published norms. This linked imaging-clinical/behavioral database will be an invaluable public resource for researchers for many years to come.

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Section: Effects Of Sex On Task Performancecontrasting

confidence: 52%

The NIH MRI study of normal brain development: Performance of a population based sample of healthy children aged 6 to 18 years on a neuropsychological battery

Waber

Moor

Forbes

et al. 2007

J. Inter. Neuropsych. Soc.

216

212

View full text Add to dashboard Cite

show abstract

“…Similarly, our findings that higher SES was related to generation of more unique response options are not surprising given the positive association between income and cognitive stimulation reported in the developmental literature (Votruba-Drzal, 2003). Future research, however, is needed to explore whether gender and SES differences found in this study may be the result of differences in verbal expression or fluency or verbal memory (Haley, 1984;Kraft & Nickel, 1995;Kramer, Delis, Kaplan, O'Donnell, & Prifitera, 1997) rather than problemsolving knowledge.…”

Section: Discussioncontrasting

confidence: 34%

Relation of Childhood Worry to Information-Processing Factors in an Ethnically Diverse Community Sample

Suarez-Morales

Bell²

2006

Journal of Clinical Child & Adolescent Psychology

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This study examined information-processing variables in relation to worry in a sample of 292 fifth-grade children from Caucasian, African American, and Hispanic backgrounds. Results revealed that worry was related to threat interpretations for hypothetical situations and, when stress level was not controlled, to higher estimates of future occurrence for perceived threatening situations and ineffective solution choices. In addition, environmental and individual factors such as stress, gender, and socioeconomic status (SES) were found to be important predictors of information-processing variables. Ethnicity did not predict children's information processing when stress level and SES were controlled; however, it interacted with worry to predict problem-solving confidence. The findings support the information-processing model for childhood anxiety in a nonreferred and ethnically diverse sample.

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“…Extrinsic factors include socioeconomic status (Hackman et al, 2010; Kishiyama et al, 2009), size and quality of support systems (Somers et al, 2008), and teacher effectiveness (Stronge et al, 2007). Intrinsic factors include sex (Buchmann et al, 2008; Kraft & Nickel, 1995), motivation (Duckworth et al, 2011; Li-Grining et al, 2010), and intelligence (Deary et al, 2007; Sternberg et al, 2001). …”

Section: Introductionmentioning

confidence: 99%

Differences in neural activation between preterm and full term born adolescents on a sentence comprehension task: Implications for educational accommodations

Barde

Yeatman

Lee

et al. 2012

Developmental Cognitive Neuroscience

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Adolescent survivors of preterm birth experience persistent functional problems that negatively impact academic outcomes, even when standardized measures of cognition and language suggest normal ability. In this fMRI study, we compared the neural activation supporting auditory sentence comprehension in two groups of adolescents (ages 9–16 years); sentences varied in length and syntactic difficulty. Preterms (n = 18, mean gestational age 28.8 weeks) and full terms (n = 14) had scores on verbal IQ, receptive vocabulary, and receptive language tests that were within or above normal limits and similar between groups. In early and late phases of the trial, we found interactions by group and length; in the late phase, we also found a group by syntactic difficulty interaction. Post hoc tests revealed that preterms demonstrated significant activation in the left and right middle frontal gyri as syntactic difficulty increased. ANCOVA showed that the interactions could not be attributed to differences in age, receptive language skill, or reaction time. Results are consistent with the hypothesis that preterm birth modulates brain-behavior relations in sentence comprehension as task demands increase. We suggest preterms’ differences in neural processing may indicate a need for educational accommodations, even when formal test scores indicate normal academic achievement.

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Sex-related differences in cognition: Development during early childhood

Cited by 13 publications

References 64 publications

The NIH MRI study of normal brain development: Performance of a population based sample of healthy children aged 6 to 18 years on a neuropsychological battery

The NIH MRI study of normal brain development: Performance of a population based sample of healthy children aged 6 to 18 years on a neuropsychological battery

Relation of Childhood Worry to Information-Processing Factors in an Ethnically Diverse Community Sample

Differences in neural activation between preterm and full term born adolescents on a sentence comprehension task: Implications for educational accommodations

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