The Science of Sex Differences in Science and Mathematics

Sex differences in the association of math achievement with visual-spatial and verbal working memory: Does the type of math test matter?

Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual‐spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual‐spatial working memory on math achievement. Children (N = 3175) from grades 2 through five participated. Visual‐spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed five times during two school years using a speeded arithmetic test (math fluency) and a word problem test (math problem solving). Results from Multilevel Multigroup Latent Growth Modeling, showed that sex differences in level and growth of math performance were mixed and very small. Sex differences in the predictive value of verbal and visual‐spatial working memory for math performance suggested that boys seemed to rely more on verbal strategies than girls. Explanations focus on cognitive and emotional factors and how these may interact to possibly amplify sex differences as children grow older.

The Impact of Female Role Models Leading a Group Mentoring Program to Promote STEM Vocations among Young Girls

From an early age, girls disregard studies related to science, technology, engineering, or mathematics (STEM), and this means that a gender gap begins during secondary education and continues to increase over time. Multiple causes have been identified for this phenomenon in the literature, and numerous initiatives are being carried out to reverse this situation. In this paper, we analyze the impact that a group mentoring initiative led by a female STEM role model had on the young people who participated and whether the impact was different based on their sex. We analyzed how these mentoring sessions affected their attitudes towards technology, mathematical self-efficacy, gender stereotypes, science and technology references, and career vocations. To this end, 303 students between the ages of 10 and 12 years old from 10 schools in Spain participated in the six sessions comprising the program and completed a series of questionnaires before and after participating. The results show that the program had an impact on the students’ attitudes towards technology, increased the number of female STEM references they knew, and improved their opinions of vocations and professions related to science and technology. The impact was greater among girls, although in aspects such as attitudes towards technology, the female participants still demonstrated lower values than boys. The program did not improve the stereotypes that the young participants had about mathematical self-efficacy, which was also always lower among girls. We conclude that the lack of STEM vocations among girls is rooted in multiple social, educational, and personal aspects that need to be addressed from a very early age and that should involve multiple agents.

Frontal Atrophy and Executive Dysfunction Relate to Complex Numbers Impairment in Progressive Supranuclear Palsy

BACKGROUND

Previous research finds a range of numbers impairments in Parkinsonian syndromes (PS), but has largely focused on how visuospatial impairments impact deficits in basic numerical processes (e.g., magnitude judgments, chunking). Differentiation between these basic functions and more complex numerical processes often utilized in everyday tasks may help elucidate neurocognitive and neuroanatomic bases of numbers deficits in PS.

OBJECTIVE

To test neurocognitive and neuroanatomic correlates of complex numerical processing in PS, we assessed number abilities, neuropsychological performance, and cortical thickness in progressive supranuclear palsy (PSP) and Lewy body spectrum disorders (LBSD).

METHODS

Fifty-six patients (LBSD = 35; PSP = 21) completed a Numbers Battery, including basic and complex numerical tasks. The Mini-Mental State Exam (MMSE), letter fluency (LF), and Judgment of Line Orientation (JOLO) assessed global, executive, and visuospatial functioning respectively. Mann-Whitney U tests compared neuropsychological testing and rank-transformed analysis of covariance (ANCOVA) compared numbers performance between groups while adjusting for demographic variables. Spearman's and partial correlations related numbers performance to neuropsychological tasks. Neuroimaging assessed cortical thickness in disease groups and demographically-matched healthy controls.

RESULTS

PSP had worse complex numbers performance than LBSD (F = 6.06, p = 0.02) but similar basic numbers performance (F = 0.38, p > 0.1), covarying for MMSE and sex. Across syndromes, impaired complex numbers performance was linked to poor LF (rho = 0.34, p = 0.01) but not JOLO (rho = 0.23, p > 0.05). Imaging revealed significant frontal atrophy in PSP compared to controls, which was associated with worse LF and complex numbers performance.

CONCLUSION

PSP demonstrated selective impairments in complex numbers processing compared to LBSD. This complex numerical deficit may relate to executive dysfunction and frontal atrophy.

Video Head Impulse Test in Darkness, Without Visual Fixation: A Study on Healthy Subjects

OBJECTIVE

The head impulse test (HIT) is triggered by the vestibulo-ocular reflex (VOR), complemented by the optokinetic and pursuit systems. This study aimed to evaluate the possibility of individualizing the VOR contribution to the HIT.

DESIGN

Thirty-six healthy individuals (19 males, 17 females; age 21-64 years, mean 39 years) underwent horizontal video HIT (vHIT). This was first conducted in darkness, without visual fixation, and then visually tracked.

RESULTS

Seventy percent of the impulses delivered ocular responses opposite to the direction of the head, matching its velocity to a point where quick anticompensatory eye movements (SQEM) stopped the response (SQEM mean latency 58.21 ms, interquartile range 50-67 ms). Of these, 75% recaptured the head velocity after culmination. Thirty percent of the responses completed a bell-shaped curve. The completed bell-shaped curve gains and instantaneous gains (at 40, 60, and 80 ms) before SQEM were equivalent for both paradigms. Females completed more bell-shaped traces (42%) than males (15%); p = 0.01. The SQEM latency was longer (62.81 versus 55.71 ms, p < 0.01), and the time to recapture the bell-shaped curve was shorter (77.51 versus 92.52 ms, p < 0.01) in females than in males. The gains were comparable between sexes in both paradigms.

CONCLUSIONS

The VOR effect can be localized in the first 70 ms of the vHIT response. In addition, other influences may take place in estimating the vHIT responses. The study of these influences might provide useful information that can be applied to patient management.

Gender stereotypes in UK children and adolescents: Changing patterns of knowledge and endorsement

Across two studies, we investigated gender stereotype knowledge and endorsement in UK schoolchildren, and their impact on academic subject choice. In Study 1, children aged 9-11 (N = 68) and 13-15 (N = 61) completed a newly developed Gender Attribute scale assessing their knowledge and endorsement of gender stereotypes relating to academic subjects and occupations. Participants demonstrated gender stereotype knowledge and endorsement, although significantly higher knowledge than endorsement scores indicated a level of stereotype rejection. Stereotype knowledge was greater in the older age group, and older girls showed significantly higher levels of stereotype rejection than all other groups. In Study 2, children aged 13-15 (N = 165) completed the Gender Attribute scale and provided information on their school subject choices. Patterns of stereotype knowledge and endorsement followed those of Study 1. Subject choice information showed that boys selected significantly more masculine than feminine subjects, while girls chose a similar proportion of each. Further, boys' level of gender stereotype endorsement predicted their subject choices, while girls' did not. We suggest that in contemporary UK some progress is being made in relation to girls challenging stereotypes that work against them but that more work is needed to encourage boys into female-dominated disciplines.

A meta-analysis of sex differences in animal personality: no evidence for the greater male variability hypothesis

The notion that men are more variable than women has become embedded into scientific thinking. For mental traits like personality, greater male variability has been partly attributed to biology, underpinned by claims that there is generally greater variation among males than females in non-human animals due to stronger sexual selection on males. However, evidence for greater male variability is limited to morphological traits, and there is little information regarding sex differences in personality-like behaviours for non-human animals. Here, we meta-analysed sex differences in means and variances for over 2100 effects (204 studies) from 220 species (covering five broad taxonomic groups) across five personality traits: boldness, aggression, activity, sociality and exploration. We also tested if sexual size dimorphism, a proxy for sex-specific sexual selection, explains variation in the magnitude of sex differences in personality. We found no significant differences in personality between the sexes. In addition, sexual size dimorphism did not explain variation in the magnitude of the observed sex differences in the mean or variance in personality for any taxonomic group. In sum, we find no evidence for widespread sex differences in variability in non-human animal personality.

Prevalence of Workforce Diversity Research Among Surgical Specialties in the United States: How Does Plastic Surgery Compare?

BACKGROUND

Plastic surgeons are not as diverse as expected in relation to the increasingly diverse patient and medical student population. The authors assess the state of diversity in 8 primary surgical specialties in the United States and evaluate trends in research interest in diversity over the past 30 years.

METHODS

Articles regarding diversity in surgery from 1990 to 2020 were systematically reviewed. The Association of American Medical Colleges Physician Specialty Data Reports and the Accreditation Council for Graduate Medical Education Data Resource Books provided resident/fellow and faculty data from 2011 to 2016. Trends were analyzed over time per specialty.

RESULTS

From 1990 to 2020, a total of 199 publications related to diversity were identified among the various surgical specialties. Orthopedic surgery had significantly more publications per year compared with other specialties (P < 0.05). Every specialty demonstrated a significant increase in publications about diversity over time (P < 0.05). A majority of publications were related to sex rather than underrepresented in medicine topics. The proportion of female surgeons was significantly higher for plastic surgery than for orthopedic surgery and neurosurgery (P < 0.001). Plastic surgery exhibited the highest growth rate in female residents (+1.6% per year, P < 0.001). The proportion of underrepresented minorities composing surgical trainees has not significantly increased in any surgical specialty between 2011 and 2016 (P > 0.05).

CONCLUSIONS

Although diversity representation in surgery has somewhat improved, the rate is too slow to match the growing diversity of the US population. Outcomes have been disparate between specialties and demonstrate greater increases in sex equality relative to ethnic/racial equality. Evidence-based interventions need to be developed and implemented.

Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes

BACKGROUND

People report negative attitudes towards fractions and percentages relative to whole numbers (WNs, Sidney, Thompson, Fitzsimmons, & Taber, 2021), and these attitudes may relate to an individual's interpretation of what experiences with these number types signify. Because fractions are challenging, individual differences related to beliefs about challenge, such as endorsement of a growth versus fixed mindset (Dweck, 2006) and interpretations of easy or difficult experiences (Fisher & Oyserman, 2017), could relate to attitudes towards fractions relative to other number types.

AIMS

Two studies tested whether gender, math skills, mindset beliefs, and perceptions of difficulty relate to negative math attitudes towards specific number types.

SAMPLES

Two samples of college students (Study 1: N = 491; Study 2: N = 415), approximately 19 years of age (17% male, 51% first year students) participated.

METHODS

Participants rated attitudes pertaining to WNs, fractions, and percentages, endorsement of a growth mindset, and perceptions of ease and difficulty.

RESULTS

Replicating prior work (Sidney, Thompson, Fitzsimmons, & Taber, 2021), college students endorsed more negative attitudes about fractions than WNs and percentages. Self-reported ACT scores related to all number-type attitudes, endorsement of the belief that 'difficult tasks/goals are important' related to fraction attitudes, and endorsement of the belief that 'easy tasks/goals are possible' related to whole number attitudes. Endorsement of a growth mindset did not relate to specific math attitudes.

CONCLUSIONS

People struggle to integrate their whole number and rational number representations, and one reason people hold negative attitudes about fractions may be that they view them as difficult and even impossible.

Examining the relations between spatial skills and mathematical performance: A meta-analysis

Much recent research has focused on the relation between spatial skills and mathematical skills, which has resulted in widely reported links between these two skill sets. However, the magnitude of this relation is unclear. Furthermore, it is of interest whether this relation differs in size based on key demographic variables, such as gender and grade-level, and the extent to which this relation can be accounted for by shared domain-general reasoning skills across the two domains. Here we present the results of two meta-analytic studies synthesizing the findings from 45 articles to identify the magnitude of the relation, as well as potential moderators and mediators. The first meta-analysis employed correlated and hierarchical effects meta-regression models to examine the magnitude of the relation between spatial and mathematical skills, and to understand the effect of gender and grade-level on the association. The second meta-analysis employed meta-analytic structural equation modeling to determine how domain-general reasoning skills, specifically fluid reasoning and verbal skills, influence the relationship. Results revealed a positive moderate association between spatial and mathematical skills (r = .36, robust standard error = 0.035, τ² = 0.039). However, no significant effect of gender or grade-level on the association was found. Additionally, we found that fluid reasoning and verbal skills mediated the relationship between spatial skills and mathematical skills, but a unique relation between the spatial and mathematical skills remained. Implications of these findings include advancing our understanding for how to leverage and bolster students' spatial skills as a mechanism for improving mathematical outcomes.

Financial Capacity and Illiteracy: Does Education Matter in Amnestic Mild Cognitive Impairment?

Neuropsychological assessment in amnestic mild cognitive impairment (aMCI) becomes complicated when education-literacy is taken into consideration. This study sought to explore the potential influence of literacy/illiteracy and education on financial capacity in patients with multiple-domain aMCI. Six groups consisting of aMCI (illiterate-no formal education, literate with low education, and literate with high education) and non-demented controls were examined. Literacy has an effect on financial capacity, as the illiterate aMCI group alone had the lowest scores in a financial capacity test resembling the performance of patients with mild Alzheimer's disease. In controls there was a similar pattern, but all three healthy groups regardless of education scored above the cut-off score for incapacity.

A Glimpse Into the Sexual Dimorphisms in Major Depressive Disorder Through Epigenetic Studies

Depression is an umbrella term used to describe a mood disorder with a broad spectrum of symptoms including a persistent feeling of sadness, loss of interest, and deficits in social behavior. Epigenetic research bridges the environmental and genetic landscape and has the potential to exponentially improve our understanding of such a complex disorder. Depression is also a sexually dimorphic disorder and variations exist within epigenetic modification sites between sexes. These sex-specific mediators may impact behavioral symptomology and could serve as therapeutic targets for treatments to improve behavioral deficits. This mini review will focus on the social behavior perspective of depression and specifically explore the sexually different epigenetic modifications on depression.

Sex and gender difference in cognitive and behavioral studies in developmental age: An introduction

This paper introduces a special issue focused on sex and gender (s/g) cognitive/behavioral differences at developmental ages providing an overview of this multifaceted and debated topic. It will provide a description of the biological systems that are strongly interconnected to generate s/g differences, that is, genetic determinants, sex hormones, differences in brain structure, organization, and/or function, inherited or modifiable under environmental pressures. Developmental studies are rare. Some addressed whether s/g differences in cognitive/behavioral characteristics are evident early in life and are consistent throughout development, entailing that s/g differences can follow the evolving steps in girls and boys in different domains. The data are far from being homogeneous and consistent about s/g difference in language, social skills, and visuo/spatial abilities. The differences are small, often with overlapping performances, similar to what is seen in adulthood. Given that several variables and the interactions between them are implicated, further longitudinal studies adopting adequate assessment tools, very large size multicultural samples stratified in different, well-sized and precise age groups, considering biological and sociocultural variables, are needed. Due to the complexity of the issue, there is still the need to support and adopt an s/g difference approach also in cognitive and behavioral studies at developmental ages. Finally, these studies have not only scientific importance and relevant cultural, anthropological, and social implications, but are also useful for pedagogical programming as well as for the study of the different susceptibility to develop CNS diseases and consequently to promote different therapies and treatments.

Clinical Photography Knowledge and Skills among Dental Students in Saudi Arabia: A Cross-sectional Survey

Background and Aim:

Clinical photographs have become an important entity in contemporary dental education in Saudi Arabia. The study assessed the knowledge and skills related to clinical photography among final-year undergraduate dental students in different dental schools in the Western province of Saudi Arabia.

Materials and Methods:

A face-to-face interview was conducted using a pretested and validated questionnaire after obtaining relevant consent from the college administration and the students. Trained and calibrated data collectors interviewed the dental students between November 2019 and February 2020.

Results:

The knowledge related to clinical photography was “good” only in 17.2% of the participants, and most of the students demonstrated “poor” knowledge (58.9%). Digital single lens-reflex (DSLR) camera was used by only 43.9% of the students for taking clinical photographs. The practice of taking informed consent from patients for taking and using clinical photographs was reported in 77.6% of the dental students.

Conclusion:

The knowledge related to dental clinical photography was not satisfactory, and students need to improve the understanding of the proper functioning of digital cameras and also the medicolegal issues related to clinical photography.

The complex chemistry of diversity and inclusion: a 30-year synthesis

Dr. Margaret-Ann Armour’s career as a research chemist, educator, and advocate spanned more than 40 years. Much of her work took place within a disciplinary culture ignorant of the scholarship supporting organizational change towards inclusive excellence. Her contributions are extensively covered in other articles in this special issue, and her achievements are all the more remarkable given that her colleague, Dr. Gordon Freeman, held gender-biased attitudes that he shared in a peer reviewed article in a national science journal. Three decades later, another Canadian chemist, Dr. Tomáš Hudlický, published a peer reviewed essay in an international chemistry journal that included his views on the negative impacts of diversity initiatives on organic synthesis research. Both articles were retracted, but clearly a faulty and pervasively biased peer review system enabled the distribution of prejudiced opinions that were neither informed by demonstrated expertise, nor supported by data. These two events are reflective of challenges that Dr. Armour faced in her efforts to diversify chemical sciences. We need to build on her critical work to increasing awareness about inclusive excellence in chemistry, as well as educating scientists on what constitutes an informed opinion. Here, we use Freeman and Hudlický incidents as case studies to indicate how pervasive bias can be superficially perceived as scientific scholarship. Furthermore, we use analogies of analytical processes to illustrate how talent gets systemically excluded. Finally, we provide recommendations to chemistry community members for improving outcomes in terms of synthesis of new knowledge, ideas, and solutions, toward leveraging all the available human talent and creating an environment that is both excellent and inclusive.

Boys' visuospatial abilities compensate for their relatively poor in-class attentive behavior in learning mathematics

The mathematics and reading achievement of 322 adolescents (159 boys) was assessed in seventh and eighth grades, as were their intelligence, working memory, and spatial abilities. Their seventh- and eighth-grade mathematics and English language arts teachers reported on their in-class attentive behavior. The latter emerged as an important predictor of achievement, but more so for mathematics than for reading. Boy were less attentive in classroom settings than girls (d = -.34) and performed better than expected in mathematics given their level of engagement in the classroom. Boys' better-than-expected mathematics achievement was related to advantages on visuospatial measures (ds = .28-.56), which fully mediated a sex difference in mathematics (ds = .27-.28) but not in reading achievement, with control of in-class attentive behavior. The results suggest that boys' advantages in visuospatial skills compensate for lower levels of classroom engagement in the learning of mathematics but not in reading competencies.

Under the influence of our older brother and sister: The association between sibling gender configuration and STEM degrees

This study examines the association between sibling gender configuration and second-born siblings' choice of so-called STEM educational fields (i.e., science, technology, engineering, and mathematics) in Swedish two-child families. Using population data from administrative registers in Sweden, the findings show that younger siblings, net of parental characteristics, are more likely to choose a STEM field if their older sibling has attended or is already attending a STEM program. Moreover, a gender difference is clear concerning the choice of a STEM field among younger siblings: Girls are more likely to choose a STEM field if they have an older sister who has attended a STEM program, than if they have an older brother in a similar program. However, the corresponding results are not found for boys. Given that STEM fields are markedly male-dominated at tertiary level, this indicates an importance of a same-sex role model for young girls contemplating gender-atypical educational choices.

Emerging neurodevelopmental perspectives on mathematical learning

Strong foundational skills in mathematical problem solving, acquired in early childhood, are critical not only for success in the science, technology, engineering, and mathematical (STEM) fields but also for quantitative reasoning in everyday life. The acquisition of mathematical skills relies on protracted interactive specialization of functional brain networks across development. Using a systems neuroscience approach, this review synthesizes emerging perspectives on neurodevelopmental pathways of mathematical learning, highlighting the functional brain architecture that supports these processes and sources of heterogeneity in mathematical skill acquisition. We identify the core neural building blocks of numerical cognition, anchored in the posterior parietal and ventral temporal-occipital cortices, and describe how memory and cognitive control systems, anchored in the medial temporal lobe and prefrontal cortex, help scaffold mathematical skill development. We highlight how interactive specialization of functional circuits influences mathematical learning across different stages of development. Functional and structural brain integrity and plasticity associated with math learning can be examined using an individual differences approach to better understand sources of heterogeneity in learning, including cognitive, affective, motivational, and sociocultural factors. Our review emphasizes the dynamic role of neurodevelopmental processes in mathematical learning and cognitive development more generally.

The configurational effects of task-technology fit, technology-induced engagement and motivation on learning performance during Covid-19 pandemic: An fsQCA approach

At the onset of 2020, Covid-19 pandemic began and disrupted teaching and learning activities with substantial implications for resources and operations. Against this backdrop, the configural causal effects of task-technology fit, technology-induced engagement and motivation, gender, and residential location on learning performance are examined. The proposed association was tested with a dyad sample of faculty members and students (n = 16) using fuzzy sets (fsQCA) analysis. Results show that (i) task-technology fit, and technology-induced motivation emerge as necessary conditions for high learning performance; (ii) task-technology fit, technology-induced engagement and motivation are sufficient conditions for high learning performance among female students, (iii) task-technology fit, technology-induced engagement and motivation are sufficient conditions for high learning performance among students living in urban areas and (iv) task-technology fit is a sufficient condition for high learning performance among female students living in rural areas irrespective of technology-induced engagement and motivation. Implications for theory and policy prescriptions are offered for practitioners.

Stereotype Threat Theory in Organizational Research: Constructive Analysis and Future Research Agenda

Stereotype threat theory (STT), which seeks to understand intergroup differences in socioeconomic outcomes, has attracted considerable attention since its inception. With the goal of advancing conversation about the usefulness of STT in organizational settings, and to extend discussions on theory assessment, we evaluate STT as a “good” theory for organizational research using a three-pronged (i.e., 3E) theory assessment framework: experience, explain, and establish. Our critical analysis reveals areas where STT has made progress and where gaps remain to be addressed. The systematic approach we pursue allows for a rigorous articulation of the 3E framework for future theory assessment work as well as helps to suggest ways for improving upon and extending STT research in new directions.

Spatial Thinking in Term and Preterm-Born Preschoolers: Relations to Parent-Child Speech and Gesture

Spatial skills predict important life outcomes, such as mathematical achievement or entrance into Science, Technology, Engineering, and Mathematics (STEM) disciplines. Children significantly vary in their spatial performance even before they enter formal schooling. One correlate of children's spatial performance is the spatial language they produce and hear from others, such as their parents. Because the emphasis has been on spatial language, less is known about the role of hand gestures in children's spatial development. Some children are more likely to fall behind in their spatial skills than others. Children born premature (gestational age <37 weeks) constitute such a risk group. Here, we compared performance of term and preterm-born children on two non-verbal spatial tasks-mental transformation and block design. We also examined relations of children's performance on these tasks to parental spatial language and gesture input and their own production of spatial language and gesture during an independent puzzle play interaction. We found that while term and preterm-born children (n = 40) as a group did not differ in the mental transformation or block design performance, children varied widely in their performance within each group. The variability in mental transformation scores was predicted by both a subset of spatial words (what aspects of spatial information) and all spatial gestures children produced. Children's spatial language and gesture were in turn related to their parents' spatial language and gesture. Parental spatial language and gesture had an indirect relation on children's mental transformation, but not block design, scores via children's spatial language, and gesture use. Overall, results highlight the unique contributions of speech and gesture in communicating spatial information and predicting children's spatial performance.

Multimodal data revealed different neurobiological correlates of intelligence between males and females

Intelligence is a socially and scientifically interesting topic because of its prominence in human behavior, yet there is little clarity on how the neuroimaging and neurobiological correlates of intelligence differ between males and females, with most investigations limited to using either mass-univariate techniques or a single neuroimaging modality. Here we employed connectome-based predictive modeling (CPM) to predict the intelligence quotient (IQ) scores for 166 males and 160 females separately, using resting-state functional connectivity, grey matter cortical thickness or both. The identified multimodal, IQ-predictive imaging features were then compared between genders. CPM showed high out-of-sample prediction accuracy (r > 0.34), and integrating both functional and structural features further improved prediction accuracy by capturing complementary information (r = 0.45). Male IQ demonstrated higher correlations with cortical thickness in the left inferior parietal lobule, and with functional connectivity in left parahippocampus and default mode network, regions previously implicated in spatial cognition and logical thinking. In contrast, female IQ was more correlated with cortical thickness in the right inferior parietal lobule, and with functional connectivity in putamen and cerebellar networks, regions previously implicated in verbal learning and item memory. Results suggest that the intelligence generation of males and females may rely on opposite cerebral lateralized key brain regions and distinct functional networks consistent with their respective superiority in cognitive domains. Promisingly, understanding the neural basis of gender differences underlying intelligence may potentially lead to optimized personal cognitive developmental programs and facilitate advancements in unbiased educational test design.

Sex differences in personality scores on six scales: Many significant, but mostly small, differences

This study examined sex differences in domain and facet scores from six personality tests in various large adult samples. The aim was to document differences in large adult groups which might contribute new data to this highly contentious area. We reported on sex differences on the Myers-Briggs Type Indicator (MBTI); the Five Factor NEO-PI-R; the Hogan Personality Indicator (HPI); the Motives and Values Preferences Indicator (MVPI); the Hogan Development Survey (HDS) and the High Potential Trait Indicator (HPTI). Using multivariate ANOVAs we found that whilst there were many significant differences on these scores, which replicated other studies, the Cohen’s d statistic showed very few (3 out of 130) differences &gt;.50. Results from each test were compared and contrasted, particularly where they are measuring the same trait construct. Implications and limitations for researchers interested in assessment and selection are discussed.

Gender issues in fundamental physics: A bibliometric analysis

I analyze bibliometric data about fundamental physics worldwide from 1970 to now, extracting quantitative data about gender issues. I do not find significant gender differences in hiring rates, hiring timing, career gaps and slowdowns, abandonment rates, citation, and self-citation patterns. Furthermore, various bibliometric indicators (number of fractionally counted papers, citations, etc.) exhibit a productivity gap at hiring moments, at career level, and without integrating over careers. The gap persists after accounting for confounding factors and manifests as an increasing fraction of male authors going from average to top authors in terms of bibliometric indices, with a quantitative shape that can be fitted by higher male variability.

Cognitive profiles in older males and females

Males and females are subject to differences in cognitive processing strategies, i.e. the way males and females solve cognitive tasks. So far primarily reported for younger adults, this seems to be especially important in older adults, who also show sex differences in cognitive impairments. Therefore, the aim of the current study was to examine the older adult population with respect to cognitive profiles derived from a large variety of cognitive functions. Using an exploratory component analysis with consecutive confirmatory factor analysis in a sample of 676 older adults, neuropsychological performance data in a variety of cognitive domains was decomposed into cognitive components. A general cognitive profile based on the whole group fits unequally well on the two sexes. Importantly, cognitive profiles based on either males or females differ in terms of their composition of cognitive components, i.e. three components in males versus four components in females, with a generally better model fit in females. Thus, related to the established differences in processing styles between males and females the current study found a rather decomposed (or local) cognitive profile in females while males seem to show a holistic (or global) cognitive profile, with more interrelations between different cognitive functions.

Improving Handoff by Deliberate Cognitive Processing: Results from a Randomized Controlled Experimental Study

BACKGROUND

Although a number of successful handoff interventions have been reported, the handoff process remains vulnerable because it relies on memory. The aim of this study was to investigate the effect of deliberate cognitive processing (i.e., analytical, conscious, and effortful thinking) on recall of information from a simulated handoff.

METHODS

This two-phased experiment was executed in the Netherlands in 2015. A total of 78 pediatric residents were randomly divided into an intervention group (n = 37) and a control group (n = 41). In phase 1, participants received written handoffs from 8 patients. The intervention group was asked to develop a contingency plan for each patient, deliberately processing the information. The control group received no specific instructions. In phase 2, all participants were asked to write down as much as they recalled from the handoffs. The outcome was the amount and accuracy of recalled information, calculated by scoring for idea units (single information elements) and inferences (conclusions computed by participants based on two or more idea units).

RESULTS

Participants in the intervention group recalled significantly more inferences (7.24 vs. 3.22) but fewer correct idea units (21.1% vs. 25.3%) than those in the control group. There was no difference with regard to incorrectly recalled information.

CONCLUSION

Our study revealed that deliberate cognitive processing leads to creation of more correct inferences, but fewer idea units. This suggests that deliberate cognitive processing results in interpretation of the information into higher level concepts, rather than remembering specific pieces of information separately. This implies better understanding of patients' problems.

Spatial Abilities for Architecture: Cross Sectional and Longitudinal Assessment With Novel and Existing Spatial Ability Tests

This study examined individual differences in spatial abilities of architecture students. Students at different educational levels were assessed on spatial ability tests that varied in their domain-specificity to architecture, with the hypothesis that larger differences between beginner and advanced students will emerge on more domain-specific tests. We also investigated gender differences in test performance and controlled for general reasoning ability across analyses. In a cross sectional study, master students (N = 91) outperformed beginners (N = 502) on two novel tests involving perspective taking and object composition, as well as on a standardized visualization of cross-sections test, but not on a standardized mental rotations test. Longitudinally (N = 117), spatial performance improved after the first bachelor year on visualization of cross-sections, object composition and mental rotation. Although both genders showed higher spatial test performance with increased experience, male students outperformed females across tests and levels of education. The results overall confirmed improvements in spatial performance during architecture studies, with partial support for the domain-specificity hypothesis. A gender gap among advanced students calls for further examining architecture-specific spatial thinking.

Relación entre el Razonamiento Perceptivo y el Nivel de Rendimiento Académico en Matemáticas en Niños y Niñas Escolarizados

     El objetivo del presente estudio es determinar la relación entre el razonamiento perceptivo y el nivel de rendimiento académico en matemáticas en estudiantes de secundaria. Se dispuso de un diseño correlacional de corte transversal, con la participación de 56 niños y niñas de grado sexto de la Institución Educativa Municipal Ciudad de Pasto, Colombia. Para obtener la información sociodemográfica se implementó una ficha de caracterización; para medir las variables de estudio se dispuso del promedio acumulado de calificaciones (rendimiento académico) y se aplicaron las pruebas Diseño con cubos, Conceptos con dibujos y Matrices, de la Escala de Inteligencia de Wechsler para Niños, que evalúan el Índice de Razonamiento Perceptual. Se analizaron los resultados con el software SPSS versión 25, empleando el coeficiente de correlación de Pearson para las dos variables de estudio, se encuentra una correlación positiva (r=0,467), estadísticamente significativa (p<0.05). Se propone además un modelo de regresión lineal, en el cual los resultados indican que el razonamiento perceptivo predice un 21% del nivel de rendimiento académico en matemáticas (R2= 0,21); en el caso de los niños, se encuentra una correlación positiva más alta (r=0,628) y un mayor nivel de predicción (R2= 0,39), mientras que en las niñas, el razonamiento perceptivo no es un predictor del nivel de rendimiento académico en matemáticas. Los resultados son similares a los reportados en con otras investigaciones que evalúan las mismas variables, aunque en este caso, se muestran diferencias de acuerdo a factores sociodemográficos, principalmente entre sexos, con ventajas para los varones.

Men, women and STEM: Why the differences and what should be done?

It is a well-known and widely lamented fact that men outnumber women in a number of fields in STEM (science, technology, engineering and maths). The most commonly discussed explanations for the gender gaps are discrimination and socialization, and the most common policy prescriptions target those ostensible causes. However, a great deal of evidence in the behavioural sciences suggests that discrimination and socialization are only part of the story. The purpose of this paper is to highlight other aspects of the story: aspects that are commonly overlooked or downplayed. More precisely, the paper has two main aims. The first is to examine the evidence that factors other than workplace discrimination contribute to the gender gaps in STEM. These include relatively large average sex differences in career and lifestyle preferences, and relatively small average differences in cognitive aptitudes – some favouring males, others favouring females – which are associated with progressively larger differences the further above the average one looks. The second aim is to examine the evidence suggesting that these sex differences are not purely a product of social factors but also have a substantial biological (i.e. inherited) component. A more complete picture of the causes of the unequal sex ratios in STEM may productively inform policy discussions.

What Can Experimental Studies of Bias Tell Us About Real-World Group Disparities?

This article questions the widespread use of experimental social psychology to understand real-world group disparities. Standard experimental practice is to design studies in which participants make judgments of targets who vary only on the social categories to which they belong. This is typically done under simplified decision landscapes and with untrained decision makers. For example, to understand racial disparities in police shootings, researchers show pictures of armed and unarmed Black and White men to undergraduates and have them press "shoot" and "don't shoot" buttons. Having demonstrated categorical bias under these conditions, researchers then use such findings to claim that real-world disparities are also due to decision-maker bias. I describe three flaws inherent in this approach, flaws which undermine any direct contribution of experimental studies to explaining group disparities. First, the decision landscapes used in experimental studies lack crucial components present in actual decisions (Missing Information Flaw). Second, categorical effects in experimental studies are not interpreted in light of other effects on outcomes, including behavioral differences across groups (Missing Forces Flaw). Third, there is no systematic testing of whether the contingencies required to produce experimental effects are present in real-world decisions (Missing Contingencies Flaw). I apply this analysis to three research topics to illustrate the scope of the problem. I discuss how this research tradition has skewed our understanding of the human mind within and beyond the discipline and how results from experimental studies of bias are generally misunderstood. I conclude by arguing that the current research tradition should be abandoned.

Academic achievement and the effects of the student’s learning context: a study on PISA data

Abstract School achievement is under a multiple factorial context related to student, school and family (SSF). Based on 23.141 Brazilians self-reports, obtained from PISA 2015, representative SSF measures were selected, and their impacts measured on school performance scores in mathematics, reading and science. The feeling of belonging to the school (BELONG) and parents’ emotional support (EMOSUPS) were strongly correlated with the three investigated performances. EMOSUPS affected how the student feels at school and when being assessed. And the educational and cultural resources of the home affected EEC three dimensions, increasing EMOSUPS, BELONG and school performance, and decreasing anxiety during assessments. Thus, the importance of the school and family environments on students’ performance is reiterated and calls for public policies in education that considers the three dimensions.

Promovieren in Informatik – Eine Studie mit Doktorandinnen und Doktoranden

Zusammenfassung. Der niedrige Frauenanteil in Informatik ist Anlass für die vorliegende Studie. Hierbei sollen erstmalig in Deutschland mögliche Besonderheiten speziell im Promotionsprozess von Informatikerinnen und Informatikern untersucht werden. Dazu nahmen 690 Doktorandinnen und Doktoranden an einer online-Befragung teil, von denen 254 Personen die Befragung zu unterschiedlichen Zeitpunkten abbrachen. Die Auswertung basiert auf den 436 Personen (113 Doktorandinnen, 320 Doktoranden, 3 divers), die bis zum Schluss Fragen beantworteten (Alter: M = 30.74 Jahre, SD = 4.16). Die Hauptziele der Studie sind zum einen ein Geschlechtervergleich in den untersuchten Merkmalen der Befragten (Berufliche Motive, Geschlechtsrollenselbstkonzept, berufliche Selbstwirksamkeit, soziale Unterstützung) und im wahrgenommenen Verlauf der Promotion (Themenfindung, Zufriedenheit mit Betreuung, geschätzte Zeitdauer der Promotion, wahrgenommene Belastungen). Zum zweiten wird untersucht, ob im Verlauf der Promotion Schwierigkeiten auftraten, die zu einer Krise führten. Erwartet werden geringe Geschlechterunterschiede und deutliche Unterschiede zwischen Personen mit und ohne erlebte Krise. Die Ergebnisse bestätigen die Erwartungen. Es finden sich keine bis geringe Geschlechterunterschiede in den untersuchten Variablen, was mit der vorliegenden Literatur übereinstimmt. Demgegenüber finden sich mittlere bis große Unterschiede zwischen Personen mit und ohne erlebte Krise. Doktorandinnen und Doktoranden, die eine Krise erlebten, berichten häufiger von Abbruchgedanken, schätzen ihre berufliche Selbstwirksamkeit signifikant niedriger ein, sind unzufriedener mit der Betreuung, brauchen länger für ihre Dissertation und schätzen die erfragten psychischen Belastungen signifikant höher ein als die ohne Krise. Diese Ergebnisse werden im Hinblick auf vorliegende Literatur zur psychischen Belastung von Promovendinnen und Promovenden diskutiert und es werden Vorschläge für eine verbesserte Betreuung und Unterstützung an Universitäten gemacht.

What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior

There is an emerging consensus that spatial thinking plays a fundamental role in how people conceive, express, and perform mathematics. However, the underlying nature of this relationship remains elusive. Questions remain as to how, why, and under what conditions spatial skills and mathematics are linked. This review paper addresses this gap. Through a review and synthesis of research in psychology, neuroscience, and education, we examine plausible mechanistic accounts for the oft-reported close, and potentially causal, relations between spatial and mathematical thought. More specifically, this review targets candidate mechanisms that link spatial visualization skills and basic numerical competencies. The four explanatory accounts we describe and critique include the: (1) Spatial representation of numbers account, (2) shared neural processing account, (3) spatial modelling account, and (4) working memory account. We propose that these mechanisms do not operate in isolation from one another, but in concert with one another to give rise to spatial-numerical associations. Moving from the theoretical to the practical, we end our review by considering the extent to which spatial visualization abilities are malleable and transferrable to numerical reasoning. Ultimately, this paper aims to provide a more coherent and mechanistic account of spatial-numerical relations in the hope that this information may (1) afford new insights into the uniquely human ability to learn, perform, and invent abstract mathematics, and (2) on a more practical level, prove useful in the assessment and design of effective mathematics curricula and intervention moving forward.

The Use of a Novel Term Helps Preschoolers Learn the Concept of Angle: An Intervention Study With Chinese Preschool Children

Angle is an important concept in geometry. Young children have difficulty separating angle size from other dimensions such as the length of angle sides, perhaps due to whole-object bias in word learning. The present study used the pre-test-training-post-test design to investigate the effectiveness of two ways of separating angle from angle size in 3-6-year-old Chinese preschoolers. A total of 228 children were given a pre-test and 219 of them failed the crucial test. 168 of the 219 children were present at school during the training phase and were randomly assigned to three groups: the "toma" group (n = 57), which received training to call the whole angle figure as "toma" and angle size as angle size; the "angle/angle size" group (n = 56), which received the training of separating "angle" from "angle size"; and the control group (n = 55), which used "angle size" alone to represent both the overall angle figure and angle size. Results showed that the "toma" group improved significantly more than the other two groups, the latter of which did not differ from each other. These results suggest that it is insufficient to have two separate words/phrases (angle and angle size) for children to learn to differentiate angle from angle size, perhaps due to their shared usage of the word angle. Instead, the use of a novel term is necessary and sufficient to improve learning. Implications for preschool education are discussed.

Boys' advantage on the fractions number line is mediated by visuospatial attention: Evidence for a parietal-spatial contribution to number line learning

The study tested the hypotheses that boys will have an advantage learning the fractions number line and this advantage will be mediated by spatial abilities. Fractions number line and, as a contrast, fractions arithmetic performance were assessed for 342 adolescents, as was their intelligence, working memory, and various spatial abilities. Boys showed smaller placement errors on the fractions number line (d = -0.22) and correctly solved more fractions arithmetic problems (d = 0.23) than girls. Working memory and intelligence predicted performance on both fractions measures, and a measure of visuospatial attention uniquely predicted number line performance and fully mediated the sex difference. Visuospatial working memory uniquely predicted fractions arithmetic performance and fully mediated the sex difference. The results help to clarify the nuanced relations between spatial abilities and formal mathematics learning and the sex differences that often emerge in mathematical domains that have a visuospatial component.

When Grades Are High but Self-Efficacy Is Low: Unpacking the Confidence Gap Between Girls and Boys in Mathematics

Girls have much lower mathematics self-efficacy than boys, a likely contributor to the underrepresentation of women in STEM. To help explain this gender confidence gap, we examined predictors of mathematics self-efficacy in a sample of 1,007 9th graders aged 13-18 years (54.2% girls). Participants completed a standardized math test, after which they rated three indices of mastery: an affective component (state self-esteem), a meta-cognitive component (self-enhancement), and their prior math grade. Despite having similar grades, girls reported lower mathematics self-efficacy and state self-esteem, and were less likely than boys to self-enhance in terms of performance. Multilevel multiple-group regression analyses showed that the affective mastery component explained girls' self-efficacy while cognitive self-enhancement explained boys'. Yet, a chi-square test showed that both constructs were equally relevant in the prediction of girls' and boys' self-efficacy. Measures of interpersonal sources of self-efficacy were not predictive of self-efficacy after taking the other dimensions into account. Results suggest that boys are advantaged in their development of mathematics self-efficacy beliefs, partly due to more positive feelings and more cognitive self-enhancement following test situations.

Interactive Student-Centered Neuroscience Workshops for Sixth Graders Enhance Science Knowledge and Education Attitudes

UCNeuro, a University of California, Riverside student-run organization, developed, implemented, and tested a school-based supplemental science intervention. The purpose of this intervention was to improve students' neuroscience knowledge and education attitudes and meet, in part, California's new elementary science education standards. The intervention consisted of interactive, hands-on neuroscience workshops on the structure of a neuron, neuron-to-neuron communication, brain structure and function, autonomic nervous system function, and drug effects on the brain. Under the supervision of a faculty neuroscientist, undergraduate students implemented the intervention with 77 sixth-grade students in one school in Riverside County, California. Pre- and post-test results showed increases in students' neuroscience knowledge, confidence in achieving their goals, likeliness to go to college, and desire to attend school. Excitement about learning science material and school learning opportunities did not change after the workshops. We hope that the UCNeuro workshops can be employed and adapted to the existing curriculum to improve knowledge in the life sciences while California's new elementary science standards are being operationalized.

Knowledge management: does gender matter? A systematic review of literature

Purpose

This paper aims to review for the first time existing research literature about the role of gender in creating, sharing and using knowledge in organizations and proposes a conceptual framework to guide future research directions.

Design/methodology/approach

Based on the systematic literature review method this study collects, synthesizes and analyses articles related to knowledge management (KM) and gender published in online databases by following a pre-defined review protocol. The paper analyses 41 papers published in peer-reviewed journals.

Findings

The role of gender in KM has been rarely addressed in KM journals and journals with specific emphasis on gender. The existing literature is fragmented, but existing research suggests that knowledge sharing might be influenced by gender. Based on the analysis and synthesis, a conceptual framework is proposed to guide further research on determining if gender matters in KM.

Research limitations/implications

Academic researchers should aim to include gender-related variables into their KM research to further explore if gender matters in KM.

Practical implications

The practical implication suggests that managers and knowledge managers should raise awareness about how stereotypes and gendered expectations about role behaviour affect how knowledge and experiences are created and shared within the organization.

Social implications

The authors believe that a better understanding of knowledge handling and gendered role expectations at the workplace could also have an impact beyond organizational boundaries.

Originality/value

The paper presents the first comprehensive systematic literature review of the article published on knowledge creation, sharing and usage and gender and provides a conceptual framework for future research.

Reducing achievement gaps in undergraduate general chemistry could lift underrepresented students into a "hyperpersistent zone"

Students from underrepresented groups start college with the same level of interest in STEM majors as their peers, but leave STEM at higher rates. We tested the hypothesis that low grades in general chemistry contribute to this "weeding," using records from 25,768 students. In the first course of a general chemistry series, grade gaps based on binary gender, race/ethnicity, socioeconomic status, and family education background ranged from 0.12 to 0.54 on a four-point scale. Gaps persisted when the analysis controlled for academic preparation, indicating that students from underrepresented groups underperformed relative to their capability. Underrepresented students were less likely than well-represented peers to persist in chemistry if they performed below a C-, but more likely to persist if they got a C or better. This "hyperpersistent zone" suggests that reducing achievement gaps could have a disproportionately large impact on efforts to achieve equity in STEM majors and professions.