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Kheloui S, Jacmin-Park S, Larocque O, Kerr P, Rossi M, Cartier L, Juster RP. Sex/gender differences in cognitive abilities. Neurosci Biobehav Rev 2023; 152:105333. [PMID: 37517542 DOI: 10.1016/j.neubiorev.2023.105333] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 07/09/2023] [Accepted: 07/27/2023] [Indexed: 08/01/2023]
Abstract
Sex/gender differences in cognitive sciences are riddled by conflicting perspectives. At the center of debates are clinical, social, and political perspectives. Front and center, evolutionary and biological perspectives have often focused on 'nature' arguments, while feminist and constructivist views have often focused on 'nurture arguments regarding cognitive sex differences. In the current narrative review, we provide a comprehensive overview regarding the origins and historical advancement of these debates while providing a summary of the results in the field of sexually polymorphic cognition. In so doing, we attempt to highlight the importance of using transdisciplinary perspectives which help bridge disciplines together to provide a refined understanding the specific factors that drive sex differences a gender diversity in cognitive abilities. To summarize, biological sex (e.g., birth-assigned sex, sex hormones), socio-cultural gender (gender identity, gender roles), and sexual orientation each uniquely shape the cognitive abilities reviewed. To date, however, few studies integrate these sex and gender factors together to better understand individual differences in cognitive functioning. This has potential benefits if a broader understanding of sex and gender factors are systematically measured when researching and treating numerous conditions where cognition is altered.
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Affiliation(s)
- Sarah Kheloui
- Department of Psychiatry and Addiction, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada
| | - Silke Jacmin-Park
- Department of Psychology, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada
| | - Ophélie Larocque
- Department of Psychology, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada
| | - Philippe Kerr
- Department of Psychiatry and Addiction, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada
| | - Mathias Rossi
- Department of Psychiatry and Addiction, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada
| | - Louis Cartier
- Department of Psychiatry and Addiction, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada
| | - Robert-Paul Juster
- Department of Psychiatry and Addiction, University of Montreal, Montreal, Quebec, Canada; Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada; Centre de recherche de l'Institut universitaire en santé mentale de Montréal, Canada; Center on Sex⁎Gender, Allostasis and Resilience, Canada.
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Williams CD, Umaña-Taylor AJ, Updegraff KA, Jahromi LB. Measuring 5-year-old Mexican-heritage Children's Ethnic-Racial Identity Attitudes, Centrality, and Knowledge. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021; 75:101290. [PMID: 34421164 PMCID: PMC8372932 DOI: 10.1016/j.appdev.2021.101290] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Young children are aware of ethnicity-race, yet the field lacks measures to assess ethnic-racial identity (ERI) in early childhood. Thus, the goals of the current study were: (a) to describe three adapted measures that can be used to assess aspects of Mexican-heritage children's ERI (i.e., attitudes, centrality, and knowledge), and (b) to test the psychometric properties of each measure among 182 five-year-old Mexican-heritage children. Results from confirmatory factor analyses supported a 2-factor solution characterizing positive and negative ERI attitudes; the subscales demonstrated adequate reliability and findings provided preliminary support for construct validity. Findings for ERI centrality revealed significant variability among children and initial support for convergent and divergent validity. Support for ERI knowledge was more limited and suggests further development of this measure is needed. Overall, the current study calls attention to the importance of assessing ERI in early childhood, and provides developmentally appropriate assessments to stimulate growth in this area.
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Guinote A, Mouro C, Pereira MH, Monteiro MB. Children's perceptions of group variability as a function of status. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1177/0165025407073930] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Two studies focused on perceived ingroup and outgroup variability in children as a function of status. In the first study, 7- and 9-year-old White and Black children distributed White and Black faces along the levels of several dimensions. White children perceived more ingroup than outgroup variability, whereas Black children perceived more outgroup than ingroup variability. In addition, White children favored their ingroup, whereas Black children did not. In a second study, 7- and 9-year-old boys and girls distributed ingroup and outgroup faces along the levels of several dimensions. As expected, boys displayed outgroup homogeneity and girls did not. The consequences of these findings are discussed.
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Leaper C. More similarities than differences in contemporary theories of social development?: a plea for theory bridging. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2011; 40:337-78. [PMID: 21887966 DOI: 10.1016/b978-0-12-386491-8.00009-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Many contemporary theories of social development are similar and/or share complementary constructs. Yet, there have been relatively few efforts toward theoretical integration. The present chapter represents a call for increased theory bridging. The problem of theoretical fragmentation in psychology is reviewed. Seven highlighted reasons for this predicament include differences between behavioral sciences and other sciences, theoretical paradigms as social identities, the uniqueness assumption, information overload, field fixation, linguistic fragmentation, and few incentives for theoretical integration. Afterward, the feasibility of theoretical synthesis is considered. Finally, some possible directions are proposed for theoretical integration among five contemporary theories of social and gender development: social cognitive theory, expectancy-value theory, cognitive-developmental theory, gender schema theory, and self-categorization theory.
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Affiliation(s)
- Campbell Leaper
- Department of Psychology, University of California, Santa Cruz, California, USA
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Abstract
Everyday items are imbued with subtle yet pervasive gender associations. For instance, sour dairy products and products with rounded edges tend to be perceived as relatively feminine, whereas meat and products with sharp edges tend to be perceived as relatively masculine. In a series of studies, we find that men are more likely to choose gender-congruent options (masculine foods and angular-shaped items) when they have unconstrained time and attentional resources than when these resources are constrained. In contrast, women’s choices tend to not be affected by time or attentional resource availability. Our findings suggest that men experience a conflict between their relatively intrinsic preferences and gender norms and that they tend to forgo their intrinsic preferences to conform to a masculine gender identity (when they have sufficient resources to incorporate gender norm information in their choices). Women, on the other hand, appear to be less concerned with making gender-congruent choices.
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Affiliation(s)
- David Gal
- Northwestern University, Evanston, IL, USA
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Chiu SW, Gervan S, Fairbrother C, Johnson LL, Owen-Anderson AFH, Bradley SJ, Zucker KJ. Sex-Dimorphic Color Preference in Children with Gender Identity Disorder: A Comparison to Clinical and Community Controls. SEX ROLES 2006. [DOI: 10.1007/s11199-006-9089-9] [Citation(s) in RCA: 33] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Rust J, Golombok S, Hines M, Johnston K, Golding J. The role of brothers and sisters in the gender development of preschool children. J Exp Child Psychol 2000; 77:292-303. [PMID: 11063630 DOI: 10.1006/jecp.2000.2596] [Citation(s) in RCA: 56] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
The study examined whether the sex of older siblings influences the gender role development of younger brothers and sisters of age 3 years. Data on the Pre-School Activities Inventory, a measure of gender role behavior that discriminates within as well as between the sexes, were obtained in a general population study for 527 girls and 582 boys with an older sister, 500 girls and 561 boys with an older brother, and 1665 singleton girls and 1707 singleton boys. It was found that boys with older brothers and girls with older sisters were more sex-typed than same-sex singletons who, in turn, were more sex-typed than children with other-sex siblings. Having an older brother was associated with more masculine and less feminine behavior in both boys and girls, whereas boys with older sisters were more feminine but not less masculine and girls with older sisters were less masculine but not more feminine.
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Affiliation(s)
- J Rust
- Goldsmiths College, University of London, United Kingdom
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