Socio‐economic status and sex differences in visual resemblance sorting tasks at the first grade level

Sex differences in young children’s perceptions of situational drinking norms over time.

“…Older studies have similarly found young girls better able to recognize the role of drinking in changing emotions and experiences than boys (Gaines et al, 1988). Girls’ general developmental advantages, for example, language (Berk, 2013) and item categorization (Lowery & Allen, 1970), have been suggested to explain their ability to better recognize and communicate knowledge of alcohol (Gaines et al, 1988). On the other hand, a recent study found no sex differences in Dutch 4- to 6-year-olds’ ability to identify which beverages contained alcohol and the name of alcoholic beverages (Voogt et al, 2017).…”

Gender differences in first-grade mathematics strategy use: Social and metacognitive influences.

“…Social rationales for strategy use emerged at the end of the year.Although few studies have found gender differences in elementary school mathematics (e.g., Fennema, 1974;Hyde, Fennema & Lamon, 1990), gender differences have emerged when specific skills and tasks were examined. For example, preschool girls have a better understanding of number and geometry (Rea & Reys, 1970) and girls are also better at categorizing items (Lowery & Allan, 1970). In the later elementary school years, girls are better at calculation and boys are better at problem solving (Marshall, 1984).…”

A Smallest Space Analysis of Visual Resemblance Sorting Behaviors

“…A complete 38X38 matrix of the visual resemblance sorting behaviors examined by Lowery and Alien in previous studies of first grade children, was subjected to Smallest Space Analysis. The matrix consisted of the correlations of all the possible pairs among the resemblance sorting behaviors (35) and socio-economic levels (3). Pass/No Pass was used as the basis for correlations.…”

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Resemblance Sorting the initial developmental stage of classificatory ability [1 ] is defined as the grouping together of two objects or figures because they are alike in some way. Recent studies [2,3] dealing with three socio-economic levels of Grade I children (N== 120), examined some of the dimensions of this stage. The results, however, did not include information as to the extent to which the 35 test items related to each other and to the three socio-economic levels involved.

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