Relevant bibliographies by topics / Scientific ability – Sex differences

Academic literature on the topic 'Scientific ability – Sex differences'

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Published: 4 June 2021
Last updated: 18 February 2022

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Journal articles on the topic "Scientific ability – Sex differences":

1

Colom, Roberto, Luis F. García, Manuel Juan-Espinosa, and Francisco J. Abad. "Null Sex Differences in General Intelligence: Evidence from the WAIS-III." Spanish Journal of Psychology 5, no. 1 (May 2002): 29–35. http://dx.doi.org/10.1017/s1138741600005801.

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There is an increasing number of studies claiming that the sex differences in general intelligence are “real.” The empirical evidence is based on the summation of the standardized sex differences in several cognitive batteries. However, the scientific construct of general ability rests on the correlations among test scores, rather than on their summation. The latter (ability in general) is an arbitrary variable, not a scientific construct. General ability is not a function of any particular cognitive test, but a source of variance evidenced by the correlation between several diverse tests, each of which reflects general ability (g) to some extent, but also group factors and test specificity. Because there are important educational, economic, and social consequences of a group difference in general ability, it is especially germane to evaluate the possibility of an average sex difference in its proxy measures, such as IQ. The Spanish standardization of the WAIS-III is analyzed in the present study. The sample was made up of 703 females and 666 males, aged 15-94, drawn as a representative sample of the population in terms of educational level and geographical location. Although a male advantage of 3.6 IQ points is observed, the difference is in “ability in general,” not in “general ability” (g). Given that the main ingredient of the strong association between IQ and a broad range of social correlates is g, and given that there is no sex difference in g, then the average IQ sex-difference favoring males must be attributed to specific group factors and test specificity.
2

Halpern, Diane F., Camilla P. Benbow, David C. Geary, Ruben C. Gur, Janet Shibley Hyde, and Morton Ann Gernsbacher. "The Science of Sex Differences in Science and Mathematics." Psychological Science in the Public Interest 8, no. 1 (August 2007): 1–51. http://dx.doi.org/10.1111/j.1529-1006.2007.00032.x.

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Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and ability—including the effects of family, neighborhood, peer, and school influences; training and experience; and cultural practices. We conclude that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways. There are no single or simple answers to the complex questions about sex differences in science and mathematics.
3

Cunanan, Aaron J., W. Guy Hornsby, Mark A. South, Kristina P. Ushakova, Satoshi Mizuguchi, Kimitake Sato, Kyle C. Pierce, and Michael H. Stone. "Survey of Barbell Trajectory and Kinematics of the Snatch Lift from the 2015 World and 2017 Pan-American Weightlifting Championships." Sports 8, no. 9 (August 25, 2020): 118. http://dx.doi.org/10.3390/sports8090118.

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Analysis of elite performances is important to elucidate the characteristics of effective weightlifting technique contributing to the highest level of achievement. The general technique of the weightlifting movements is well established. However, it is also apparent that weightlifting technique can differ based on athlete characteristics. Thus, existing technical models may not accurately reflect current technique of top performers or be applied generically to athletes of different skill, size, sex, or ability. Therefore, the purpose of this descriptive study was to update the scientific knowledge of snatch technique of top international weightlifters. This study used video analysis to determine barbell trajectory and kinematics of 319 successful snatch attempts from two major international competitions. Relative frequencies of barbell trajectory types differed based on competition, sex, category, and ranking. No statistical differences were observed among the top-three performers for either sex for most kinematic variables, and there were no overall discernible patterns of effect size differences for individual or clusters of kinematic variables. The results of this study indicate that weightlifting success can be achieved with a variety of technique profiles.
4

Parsaoran Damanik, Dede, and Nurdin Bukit. "ANALYZE CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE IN PHYSICS LEARNING USED INQUIRY TRAINING AND DIRECT INSTRUCTION LEARNING MODEL." Jurnal Pendidikan Fisika 2, no. 1 (June 1, 2013): 16. http://dx.doi.org/10.22611/jpf.v2i1.4333.

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This study was aimed to determine the differences: (1) the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1) test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2) test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1) There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2) there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3) There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.
5

Drobac, Jennifer Ann, and Leslie A. Hulvershorn. "The Neurobiology of Decision Making in High-Risk Youth and the Law of Consent to Sex." New Criminal Law Review 17, no. 3 (2014): 502–51. http://dx.doi.org/10.1525/nclr.2014.17.3.502.

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Under certain circumstances, the law treats juvenile consent the same as it treats adult decisions, even though a growing body of scientific research demonstrates that children make decisions using less developed cognitive processes. This Article highlights the gaps and deficiencies of legal treatment of juvenile decisions in the context of sex with an adult, as well as integrates new scientific information regarding the decision making of minors in risky situations. Part I examines recent pediatric brain imaging findings during a risky decision-making task. Specifically, a new study demonstrates that brain scan results differed between juveniles at high risk for potentially harmful or criminal conduct and healthy children. These differences within juvenile populations support the notion that particular biological and environmental traits in children may further distinguish juvenile decision making from adult decision making. Part II explores the potential impact of these novel neurobiological findings on the legal treatment of juvenile “consent” to sexual activity. A discussion and summary of the juvenile sex crime statutes of all fifty states demonstrates how the law attributes legal capacity and ability to make legally binding decisions to even very young teenagers. Part II also highlights where state civil and criminal law treat juvenile “consent” inconsistently. Criminal and civil laws’ treatment of juvenile capacity, in the context of sexual activity with an adult, is not congruent with recent neurobiological discoveries regarding juvenile risk taking and decision making. Therefore, society should reconsider designations regarding legal capacity in light of novel neurobiological findings regarding decision making in juveniles.
6

Badjanova, Jeļena, Dzintra Iliško, and Vitālijs Raščevskis. "Gender Differences of Latvian Males and Females at the Stage of Adulthood." GATR Journal of Management and Marketing Review 2, no. 3 (July 17, 2017): 38–43. http://dx.doi.org/10.35609/jmmr.2017.2.3(5).

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Objective - In this research, gender differences of Latvian males and females in the stage of adulthood are determined and distinguished on the grounds of a theoretical analysis of socio-psychological, scientific and methodological literature and legislative documents as well as empirical findings. Methodology/Technique - A survey by Bem (1974) has been adapted in this study for measuring how an adult individual sees him-/herself from the gender perspective. This was done with an aim of determining the place of gender in the cultural context rather than in the personality of a separate individual. 109 women and men from different regions of Latvia aged 20 to 64 took part in the study. The data were processed with the 23.0 version of SPSS, the data processing program. Findings – The obtained results indicate that the gender patterns on male and female behavior are similar. No differences in male or female behaviour were established. The behavioral peculiarities of male and female gender are determined not by age, but by sex. It can also be concluded that research of Latvian male and female gender behavior led to Bem's androgyny theory, which argues for the ability of men and women to execute both – male and female behavioral patterns in ontogenesis. Novelty - The understanding of gender as a discursive construction caused a confusion between these notions. This study contributes in literature of gender psychology with its original data. Type of Paper - Empirical Keywords: Identity; Gender; Stage of Adulthood; Gender Differences, Latvian Males, Latvian Females. JEL Classification: J16, J21.
7

Ceci, Stephen J., Donna K. Ginther, Shulamit Kahn, and Wendy M. Williams. "Women in Academic Science." Psychological Science in the Public Interest 15, no. 3 (November 3, 2014): 75–141. http://dx.doi.org/10.1177/1529100614541236.

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Much has been written in the past two decades about women in academic science careers, but this literature is contradictory. Many analyses have revealed a level playing field, with men and women faring equally, whereas other analyses have suggested numerous areas in which the playing field is not level. The only widely-agreed-upon conclusion is that women are underrepresented in college majors, graduate school programs, and the professoriate in those fields that are the most mathematically intensive, such as geoscience, engineering, economics, mathematics/computer science, and the physical sciences. In other scientific fields (psychology, life science, social science), women are found in much higher percentages. In this monograph, we undertake extensive life-course analyses comparing the trajectories of women and men in math-intensive fields with those of their counterparts in non-math-intensive fields in which women are close to parity with or even exceed the number of men. We begin by examining early-childhood differences in spatial processing and follow this through quantitative performance in middle childhood and adolescence, including high school coursework. We then focus on the transition of the sexes from high school to college major, then to graduate school, and, finally, to careers in academic science. The results of our myriad analyses reveal that early sex differences in spatial and mathematical reasoning need not stem from biological bases, that the gap between average female and male math ability is narrowing (suggesting strong environmental influences), and that sex differences in math ability at the right tail show variation over time and across nationalities, ethnicities, and other factors, indicating that the ratio of males to females at the right tail can and does change. We find that gender differences in attitudes toward and expectations about math careers and ability (controlling for actual ability) are evident by kindergarten and increase thereafter, leading to lower female propensities to major in math-intensive subjects in college but higher female propensities to major in non-math-intensive sciences, with overall science, technology, engineering, and mathematics (STEM) majors at 50% female for more than a decade. Post-college, although men with majors in math-intensive subjects have historically chosen and completed PhDs in these fields more often than women, the gap has recently narrowed by two thirds; among non-math-intensive STEM majors, women are more likely than men to go into health and other people-related occupations instead of pursuing PhDs. Importantly, of those who obtain doctorates in math-intensive fields, men and women entering the professoriate have equivalent access to tenure-track academic jobs in science, and they persist and are remunerated at comparable rates—with some caveats that we discuss. The transition from graduate programs to assistant professorships shows more pipeline leakage in the fields in which women are already very prevalent (psychology, life science, social science) than in the math-intensive fields in which they are underrepresented but in which the number of females holding assistant professorships is at least commensurate with (if not greater than) that of males. That is, invitations to interview for tenure-track positions in math-intensive fields—as well as actual employment offers—reveal that female PhD applicants fare at least as well as their male counterparts in math-intensive fields. Along these same lines, our analyses reveal that manuscript reviewing and grant funding are gender neutral: Male and female authors and principal investigators are equally likely to have their manuscripts accepted by journal editors and their grants funded, with only very occasional exceptions. There are no compelling sex differences in hours worked or average citations per publication, but there is an overall male advantage in productivity. We attempt to reconcile these results amid the disparate claims made regarding their causes, examining sex differences in citations, hours worked, and interests. We conclude by suggesting that although in the past, gender discrimination was an important cause of women’s underrepresentation in scientific academic careers, this claim has continued to be invoked after it has ceased being a valid cause of women’s underrepresentation in math-intensive fields. Consequently, current barriers to women’s full participation in mathematically intensive academic science fields are rooted in pre-college factors and the subsequent likelihood of majoring in these fields, and future research should focus on these barriers rather than misdirecting attention toward historical barriers that no longer account for women’s underrepresentation in academic science.
8

Hold, Natalie, Lee G. Murray, Julia R. Pantin, Jodie A. Haig, Hilmar Hinz, and Michel J. Kaiser. "Video capture of crustacean fisheries data as an alternative to on-board observers." ICES Journal of Marine Science 72, no. 6 (March 6, 2015): 1811–21. http://dx.doi.org/10.1093/icesjms/fsv030.

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Abstract For EU member states to meet the requirements of the Marine Strategy Framework Directive and the reformed Common Fisheries Policy, it will be necessary to improve data collection related to many fisheries that are at present subject to relatively little monitoring or scientific research. This study evaluated the use of on-board camera systems to collect data from Cancer pagurus and Homarus gammarus fisheries. We evaluated the reliability of the hardware and its ability to collect images of sufficient accuracy and precision compared with using on-board observers. Fishers and on-board observers passed animals removed from traps across a defined area. The relationship between the in situ and predicted measurements of carapace length of lobsters or carapace width (CW) of crabs was investigated. The mean difference between the predicted and real crab measurements was −0.853 mm with a standard error of 0.378 mm. Suggesting that the model tends to underestimate the real CW slightly. The mean difference between predicted and real data for lobsters was 0.085 mm with a standard error of 0.208 mm. Sex allocation for crabs based on video images was 100% accurate. All male lobsters were correctly assigned. For lobsters >86 mm in length, the correct female sex allocation was 100% accurate. For smaller lobsters, the accuracy of sex allocation decreased to a low of 51% in lobsters <70 mm. Camera systems were found to be a suitable method for collecting data on the size and sex of crabs and lobsters. The error attributable to using video data rather than manual measurement was less than 3 mm, which is sufficient to detect growth increments in these species. The requirements to collect basic species data are increasing and the ability to do so without on-board observers will reduce the cost implications of these requirements. Future computer automation of image extraction and measurements will increase the application of video systems for data collection.
9

Blockley, David. "Economics and Engineering." History of Political Economy 52, S1 (December 1, 2020): 1–9. http://dx.doi.org/10.1215/00182702-8717886.

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This article contends that knowing and doing have become artificially separated in Western intellectual culture. The emphasis on scientific knowing has led to an overconfidence in our ability to predict the future and a neglect of the need to control complex and often unforeseen, unintended consequences of our practical actions. My purpose here to explore the relationship between economics and engineering not in analogy but in actuality. The strategy is, first, to set the context for this discussion; second, to look at the nature of science and mathematics in relation to engineering; and third, to explore some of what I see as the main similarities and differences between engineering and economics.
10

Попович, Терезія. "THE RIGHT TO GENDER IDENTITY: THE BASIC PRINCIPLES FOR UNDERSTANDING AND LEGAL ENFORCEMENT." Constitutional and legal academic studies, no. 3 (May 12, 2021): 59–66. http://dx.doi.org/10.24144/2663-5399.2020.3.06.

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The purpose of the study lies in highlighting and analyzing the basic principles of understanding and legal support of gender identity as a special legal phenomenon. Methodologically, this work is based on the system of methods, scientific approaches, techniques and principles with the help of which the realization of the research aim is carried out. There have been applied universal, general scientific and special legal methods. The article reveals that one of the main characteristics of gender identity in the scientific literature is considered to be a person’s acquisition of gender roles (that is, ways of behavior depending on people’s positions in gender differentiation) and the development of gender self-awareness (id est, awareness of their similarities and differences with representatives of their gender, in contrast to the opposite). Exercising the right to gender identity, we can talk about both the possibility of changing the biological sex and (or) social gender, which is expressed in changing not only physical data, but also a person’s consciousness, his or her worldview, social (in some cases – and legal) role in society, family ... social manners of gender (name, appearance, behavior model, etcetera). In addition, based on the international documents, one can single out general principles related to human rights and gender identity: universality; non-discrimination; personal autonomy; respect for human dignity, regardless of sexual orientation and gender identification. Based on the conducted scientific research the author has come to certain conclusions. 1. Gender identity presupposes certain models of social behavior of a person in view of gender, which is determined by nature. Consequently, we are talking, first of all, about accepting or not accepting this fact. Thus, gender identity demonstrates the behavior of an individual in society, which is based on self-identification according to this individual’s gender. 2. The right to gender identity implies the ability of an individual to perform lawful actions that will serve for this person’s self-identification on the basis of gender. In accordance with this, we talk about actions of a legal (the enforcement of the right and duties based on self-identification) and of a medical nature (the possibility of changing (correcting) gender). In other words, the right to gender identity means an individual’s ability to freely act in society based on the social role with respect to which this individual identifies herself / himself on the basis of gender. 3. Despite the recommendatory nature of international legal acts in the field of ensuring the human right to gender identity, the international community is increasingly calling on states to take appropriate measures to properly comply with the principles of equality, non-discrimination, individual autonomy and respect for this individual dignity in realizing the right to gender identity and to ensure its proper legal regulation.
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Dissertations / Theses on the topic "Scientific ability – Sex differences":

1

Jones, Catherine Mary. "Sex differences in spatial ability." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/15115.

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Van, Raden Stephanie Justine. "The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/370.

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Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as student's short-term interest in math and science courses. In addition to these surveys, student comments were collected about the role model visits. While the overall study yielded little statistical significance, it also indicated that the role model visits had some impact on student perceptions and choices and raised questions that warrant further study.
3

Jia, Fanlu, and 贾凡路. "Gender differences of reading ability in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639420.

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Generally, females are regarded as the group who has better verbal and reading abilities (Maccoby & Jacklin, 1974; Denno, 1982), although there are still some disagreements on particular aspects or language systems (Hyde & Linn, 1988; Hetherington & Parke, 1986). We asked whether gender differences of reading ability exist in Chinese children and if so, how the difference may be demonstrated. In addition, we investigated whether the development of reading ability follows a hierarchical model (Gough &Hillinger, 1980; Ehri, 1980; Ehri & Wilce, 1985), according to which, the gender differences may vary with age and reading experience. We tested children’s character reading ability and phonological awareness in a Shandong primary school. Fifty-five second graders and forty-three fourth graders performed behavioral tasks containing a Chinese character reading test, a Chinese onset-rime oddity test and an English onset-rime oddity test. We found that Chinese children exhibited a significant gender difference in Chinese character reading ability. However, we have not found gender differences on onset-rime level phonological awareness. Thus, gender differences of reading ability exist in Chinese children, even if the differences only cover partial phonological or orthographic skills. The present data have also yielded the predicted result that the development of gender differences change with age and reading experience. Specifically, the gender difference on Chinese character reading ability emerged after Grade 2. In terms of the onset-rime oddity task, the performances of boys and girls showed no striking difference at any grades. These results reveal that gender differences of reading ability exist in Chinese children, especially in children in higher grades (Grade 4). Different types of verbal skills and learning attitude should be taken into account, and be examined in the future.
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4

Howse, Rose M. "An examination of sex differences in attitude, ability and interest." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/233.

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Loring-Meier, Susan. "Sex differences in visual-spatial ability: Components of cognitive processing." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1490.

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Doares, Lesli Michelle Wilcox. "Sex differences in creative achievement : a cognitive processing approach." Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/29824.

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Neilson, James. "Sex differences in spatial cognition an evolutionary approach /." Access electonically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041220.103635/index.html.

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Gardner, Janet E. "Spatial Ability in Registered Nurses." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc499989/.

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Spatial ability is the skill associated with mental relations among objects, the process of maintaining the physical aspects of an object after mentally rotating it in space. Many studies report a strong association of spatial ability with success in various areas of health care, especially surgery, radiology and dentistry. To date, similar investigations in professional nursing could not be located. Registered nurses, employed in an acute care multi-hospital setting, were surveyed using the Shipley-2Block Pattern Test, the Group Embedded Figures Test, and a newly created test of general nursing knowledge. The sample size of 123 nurses was composed of 31 male nurses and 92 female nurses. Data was collected between May and August of 2013 and analyzed using R, version 2.15.2. The present study did not demonstrate a statistically significant effect for gender differences on two measures of spatial ability. However, Cohen’s d effect sizes for mean gender differences in the present study are consistent with prior studies. This may suggest the nursing profession is comparable with other professions where males perform higher than females on spatial ability. The present study should be considered an initial step toward evaluating the relevance of spatial ability in the performance of nursing care.
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Wendelholt, Erica. "Evolutionary Psychology - Sex Differences in Spatial Abilities." Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-1409.

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Sex differences in spatial ability, especially mental rotation, navigation and object-location memory are described in this essay. Biological differences in brain morphology, hormones and genes between men and women are presented as explanations for the sex differences. Another level of explanations offered are evolutionary, hence the most influential evolutionary psychological theories are summarized and evaluated. These theories are Gaulin’s and Fitzgerald’s male range theory, Silverman’s and Eals’s hunter-gatherer theory, and Ecuyer-Dab’s and Robert’s twofold selection theory. The hunter-gatherer theory at present seems to be of the most importance, though the twofold selection theory may in the future challenge it. Regardless, united biological and evolutionary explanations would create the best comprehensive theory.

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Burhop, Lorianne DeLeen. "Math ability and gendered self-perceptions." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06192009-093803.

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Books on the topic "Scientific ability – Sex differences":

1

Campbell, Patricia B. Girls are-- boys are--: Myths, stereotypes and gender differences. Newton, Mass: Women's Educational Equity Act (WEEA) Resource Center, 1996.

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Karafyllis, Nicole C., and Gotlind Ulshöfer. Sexualized brains: Scientific modeling of emotional intelligence from a cultural perspective. Cambridge, MA: MIT Press, 2008.

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Sex-Specific, Reporting of Scientific Research (2011 Washington D. C. ). Sex-Specific Reporting of Scientific Research: A workshop summary. Washington, D.C: National Academies Press, 2012.

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Willis, Sue. 'Real girls don't do maths': Gender and the construction of privilege. Geelong, Vic: Deakin University : distributed by Deakin University Press, 1989.

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Stuart, Smith. Separate tables?: An investigation into single-sex setting in mathematics. London: H.M.S.O., 1986.

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Miller, Juliet. The creative feminine and her discontents: Psychotherapy, art, and destruction. London: Karnac Books, 2008.

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Workshop on Gender and Mathematics (1992 University of Botswana). Report of the Workshop on Gender and Mathematics: University of Botswana, 24-26 February, 1992. [Gaborone: s.n., 1992.

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Suvongvan, Tanin. Age and sex differences in response to stress during a fine motor performance. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1985.

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Gallagher, Ann M. Sex differences in problem-solving strategies used by high-scoring examinees on the SAT-M. New York: College Entrance Examination Board, 1992.

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Jiménez, Rosa María González. Género y matemáticas: Balanceando la ecuación. México, D.F: Universidad Pedagógica Nacional, 2004.

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Book chapters on the topic "Scientific ability – Sex differences":

1

Johnson, David. "Sex Differences in Ability to Assess Fighting Ability." In Encyclopedia of Evolutionary Psychological Science, 1–2. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16999-6_1434-1.

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Baker, Dale Rose. "Sex Differences in Formal Reasoning Ability." In Understanding Girls, 69–87. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-497-8_4.

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Benbow, C. P., and D. Lubinski. "Consequences of Gender Differences in Mathematical Reasoning Ability and Some Biological Linkages." In The Development of Sex Differences and Similarities in Behavior, 87–109. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1709-8_6.

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Gaulin, S. J. C. "How and Why Sex Differences Evolve, with Spatial Ability as a Paradigm Example." In The Development of Sex Differences and Similarities in Behavior, 111–30. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1709-8_7.

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Benbow, Camilla Persson, and David Lubinski. "Psychological Profiles of the Mathematically Talented: Some Sex Differences and Evidence Supporting their Biological Basis." In Ciba Foundation Symposium 178 - The Origins and Development of High Ability, 44–66. Chichester, UK: John Wiley & Sons, Ltd., 2007. http://dx.doi.org/10.1002/9780470514498.ch4.

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"Sex Differences in Spatial Ability." In Evolutionary Cognitive Neuroscience. The MIT Press, 2006. http://dx.doi.org/10.7551/mitpress/2882.003.0018.

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Nyborg, Helmuth. "Sex Differences in g." In The Scientific Study of General Intelligence, 187–222. Elsevier, 2003. http://dx.doi.org/10.1016/b978-008043793-4/50047-7.

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"Ability, biography and sex differences at work." In Personality at Work, 245–72. Routledge, 2002. http://dx.doi.org/10.4324/9780203134122-10.

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Del Giudice, Marco. "Individual and Sex Differences." In Evolutionary Psychopathology, edited by Marco Del Giudice, 68–94. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190246846.003.0003.

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The chapter summarizes current research on individual and sex differences in personality and cognitive abilities and reviews the main evolutionary processes that produce and maintain individual variation. Since psychopathology is inextricably linked to normal variation in personality and cognition, a unified approach to mental disorders must incorporate a sophisticated understanding of both individual and sex differences. The chapter describes the structure of personality and cognitive ability and examines their evolutionary and neurobiological underpinnings. The final section considers the interplay of genetic and environmental factors in the development of individual differences and discusses recent models of developmental plasticity and genotype–environment interactions.
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Caplan, Jeremy B., and Paula J. Caplan. "The Perseverative Search for Sex Differences in Mathematics Ability." In Gender Differences in Mathematics, 25–47. Cambridge University Press, 2004. http://dx.doi.org/10.1017/cbo9780511614446.003.

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Conference papers on the topic "Scientific ability – Sex differences":

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Zhang, Weihua, Yanbin Shen, Jinbiao Gu, Zhongxiang Feng, and Kun Wang. "Sex Differences of Drivers’ Parking Behavior: The Influence of Environment, Psychology, and Driving Ability." In 17th COTA International Conference of Transportation Professionals. Reston, VA: American Society of Civil Engineers, 2018. http://dx.doi.org/10.1061/9780784480915.465.

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Richards, Dylan, Frank Schwebel, Adrian Bravo, Matthew Pearson, and Cross-Cultural Addictions Study Team. "A Comparison of Engagement in Cannabis-related Protective Behavioral Strategies across Sex and Cultures." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.26.

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Cannabis-related protective behavioral strategies (PBS) are behaviors used before, during, and/or after using cannabis to reduce its associated harms. Despite the effectiveness of PBS in reducing both cannabis use and negative cannabis-related consequences, few studies have examined whether there are sex and cultural differences in PBS use. In the present study, we compare PBS use across males and females and across five countries. We also examine whether the associations of PBS use with cannabis-related outcomes differ by sex and country. We recruited 1,175 college students (63.3% female; Mage = 20.96, SD = 3.95; 45.1% Freshman, 20.2% Sophomore, 16.6% Junior, 9.7% Senior, 8.4% other) who reported past-month cannabis use from eight universities in five countries (U.S., Spain, Argentina, Uruguay, and the Netherlands) to complete an online survey. The online survey included the Marijuana Use Grid (MUG; Pearson & Marijuana Outcomes Study Team, 2020), Protective Behavioral Strategies for Marijuana scale (PBSM; Pedersen et al., 2016; revised by Pedersen et al., 2017), and Brief-Marijuana Consequences Questionnaire (B-MACQ; Simons et al., 2012). Results of a series of ANOVAs suggested differences across countries on the PBSM total score, F(4, 1,126) = 20.93, p < .001, such that participants in the U.S. (M = 4.53, SD = 1.11) and Spain (M = 4.48, SD = 0.95) endorsed the most frequent PBS use and participants in the Netherlands (M = 3.46, SD = 1.49) endorsed the least frequent PBS use. There were many item-level differences in PBS use across countries with a pattern similar to that for the PBSM total score. Results of a series of independent sample t-tests suggested that females (M = 4.51, SD = 1.11) scored higher than males (M = 4.17, SD =1.09) on the PBSM total score, t(1,123) = -4.88, p < .001, as well as nearly every item. The correlations between PBSM total score and cannabis-related outcomes across gender and countries were mostly in the expected direction: more frequent PBS use was associated with less cannabis use and fewer cannabis-related consequences. These correlations were largest for the U.S. sample. Interestingly, however, the correlation between the PBSM total score and B-MACQ was positive for the Argentina sample and every correlation between the PBSM total score and cannabis-related outcome was positive for the Netherlands sample. The results of the present study suggest there are several gender and cultural differences in the use of cannabis-related PBS. However, future studies are needed to replicate these findings, especially given the relatively small samples for some of the countries in the present study (our smallest sample size was for Uruguay [n = 46]). Gender and cultural differences in PBS use should be considered in developing and tailoring PBS interventions, especially because the PBSM was validated with a U.S. sample and most existing interventions were developed for use with U.S. participants.
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Рэйляну, Наталья. "Роль минорного компонента в аттрактивности феромона яблонной плодожорки." In International Scientific Symposium "Plant Protection – Achievements and Prospects". Institute of Genetics, Physiology and Plant Protection, Republic of Moldova, 2020. http://dx.doi.org/10.53040/9789975347204.56.

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The article presents the results of assessing the biological effectiveness of the multicomponent composition of the codling moth sex pheromone under the climateric conditions of RM. In this study, the role of the minor component in the attractiveness of the multicomponent blend of codling moth sex pheromone was determined. In field monitoring trials, various concentrations of the minor component were tested (with decreasing values), the ratio of the components with the highest attractive ability was determined, the decrease of biologic activity of the minor component was directly influenced by the decrease of its concentration in the multicomponent composition of the codling moth sex pheromone.
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Dutta Roy, T., J. J. Stone, W. Sun, E. H. Cho, S. J. Lockett, F. W. Wang, and L. Henderson. "Osteoblast Adhesion on Tissue Engineering Scaffolds Made by Bio-Manufacturing Techniques." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82472.

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Scientific exploration into understanding and developing relationships between three-dimensional (3D) scaffolds prepared by rapid prototyping (RP) and cellular response has focused primarily on end results targeting osteoblast proliferation and differentiation. Here at the National Institute of Standards and Technology (NIST), we take a systems approach to developing relationships between material properties and quantitative biological responses. This study in particular focuses on the screening of parameters controlled by RP techniques and their ability to trigger signalling events leading to cell adhesion. This pioneering research in our group also characterizes the in vitro cell-material interactions of 2D films and 3D scaffolds. From there, one can postulate on contributory factors leading to cell migration, proliferation, and differentiation. In summary, we believe that the quantitative information from this fundamental investigation will enhance our knowledge of the interactions between cells and 3D material interfaces with respect to formation of focal adhesions. This work consists of two sections — the application of imaging techniques for 3D characterization of properties and culturing of osteoblasts for size and shape determination. This includes quantifying the number of focal adhesion sites. We are using 3D RP polycaprolactone (PCL) scaffolds as this surrogate model in which to compare 2D to 3D material performance and cell interactions. Using RP bio-manufacturing techniques to fabricate tissue engineering scaffolds allows for control of pore size, strut size, and layer thickness, therefore providing adjustable parameters to study which can potentially influence, or even dynamically modulate, cellular adhesion. Imaging results after culturing for 24 h showed differences in cell morphology and spreading relative to the different structures. The focal adhesion response also varied, indicating an apparent loss of organization in 3D scaffolds compared to 2D surfaces. See Results and Discussion for details.
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Huffer, Marika, and Anita Cservenka. "Effects of Age and Sex on Primary Method and Form of Cannabis Use." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.6.

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While cannabis is the most commonly used illicit substance, few studies have focused on the relationship between sociodemographic factors and primary method or form of cannabis use. The primary aims of this study were to understand the effects of age and sex on primary form (marijuana, concentrates, edibles) and method (joints, blunts, hand pipe, bong, hookah, vaporizer, edibles) of cannabis use. Participants (n=852; n=536 male) completed an online survey that included the ‘Daily Sessions, Frequency, Age of Onset, and Quantity of Cannabis Use Inventory’ used to collect information on the primary method and form of cannabis use in male and female participants divided into young adults ages 18 to 25 (Y) and adults 26 and older (O). Chi square analysis showed a significant effect of sex for primary method (χ2 (1)=122.4, p<.001) and primary form (χ2 (1)=24.6, p<.001) of cannabis use. Post hoc comparisons using Bonferroni corrections (adjusted p=0.002) showed that males were significantly more likely to report blunts (M=35%; F=10%), while females were significantly more likely to report joints (F=16%; M=8%) and edibles (F=15%; M=4%) as their primary method of cannabis use. Males were also significantly more likely to report marijuana (M=66%; F=55%), while females were significantly more likely to endorse edibles (F=17%; M=10%) as their primary form of cannabis use. Chi square analysis showed a significant effect of age for primary method (χ2 (1)=139.9, p<.001) of cannabis use. Young adults were significantly more likely to report using bongs (Y=19%; O=11%), vaporizers (Y=26%; O=9%), and edibles (Y=12%; O=5%), while participants 26 or older were significantly more likely to report using blunts (O=39%; Y=10%) as their primary method of cannabis use. There were no significant differences between age groups for the primary form of cannabis use. Findings from this study suggest there are significant effects of age and sex on primary method and form of cannabis use. Future studies should examine how other sociodemographic factors may affect cannabis use and how method and form of cannabis use affect long-term health outcomes.
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Neufcourt, L., S. Deguen, M. Zins, and O. Grimaud. "P44 Sex differences in the relationship between socioeconomic status and hypertension in france: results from a cross-sectional analysis of the CONSTANCES cohort." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.195.

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Bondarenko, I. N., A. M. Potanina, and I. Yu Tsyganov. "Dynamics of regulatory and personality features in junior schoolchildren with decreased psychological well-being (longitudinal data)." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.55.69.

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The article presents the results of longitudinal analysis of dynamics of regulatory, personal, motivational characteristics and academic success in students with decline of psychological well-being during the transition from grade 5 to 6. A group of 6th graders whose psychological well-being significantly decreased in comparison with the 5th grade (N = 26) was identified. We compared of indicators of conscious self-regulation (V. I. Morosanova), personal properties (Big 5), attitude to learning (A. M. Prihozhan) and academic motivation (T. O. Gordeeva) with a time difference of one year. The results show the maintenance of the level of academic performance against the sharp decline in almost all regulatory, personal, motivational and emotional indicators. We identified two indicators which serve as a resource for maintaining the academic success of the respondents: Neuroticism and regulatory process of Modelling. In contrast to traditional concept of its negative impact it was shown that Neuroticism was almost the only factor supporting academic performance at that age. A particularly significant result is the discovery of a «sensitive» age for the development of the regulatory process of Modelling, which is responsible for the ability to set and perform complex tasks, not to be afraid of new non-standard situations, and find solutions in «hopeless» stressful situations.
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Höhn, A., J. Gampe, R. Rau, R. Lindahl-Jacobsen, K. Christensen, and A. Oksuzyan. "P62 Sex differences in primary health care use before and after hospital admission for acute and chronic conditions. A register-based cohort study of the danish population aged 60+." In Society for Social Medicine 62nd Annual Scientific Meeting, Hosted by the MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 5–7 September 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/jech-2018-ssmabstracts.185.

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Vidaković, Aleksandar, and Jaroslav Halvonik. "Shear resistance of clamped deck slabs assessed using design equations and FEM analysis." In The 13th international scientific conference “Modern Building Materials, Structures and Techniques”. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/mbmst.2019.087.

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Reinforced concrete (RC) slabs without shear reinforcement are commonly used in the existing bridge structures. An ability of RC slabs to distribute the concentrated loads due to the wheel pressure in transverse direction is an important property for their verification. The aim of this paper is to investigate the effect of redistribution of shear forces and bending moments on the load carrying capacity of RC slabs subjected to concentrated loads. Two methods of the assessment are used: simplified analytical formulations and linear finite element analysis (LFEA). The obtained results are consequently compared with the test results taken from three experimental campaigns. The analyses show big differences among the results obtained from the simplified analytical methods that are based on the design equations introduced in the relevant standards. Improved methods, such as LFEA combined with analytical post-processing method, reflect the structural behaviour in a better way and provide more accurate load-bearing capacity prediction of the bridge deck slabs.
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Yusupov, M. G. "Features of self-regulation of students’ mental states: operational aspect." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.756.766.

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The instability of modern social conditions, informational and emotional richness of learning contribute to the emergence of negative states of fear, uncertainty, aggression, and provokes psychosomatic disorders of students. In order to satisfy the requirements of society, it is necessary to have a high level of development of the ability to control oneself, allowing self-regulation of the mental state within certain social frameworks. In everyday life, students use sets of techniques developed in individual experience that allow them to cope with negative conditions, enter the educational rhythm or relieve stress. Therefore, it is relevant to study spontaneously developing methods and techniques for self-regulation of states that help prevent the negative dynamics of the current state and provide an acceptable level of adaptation. In this regard, the article aims at studying ordinary ways of self-regulation of negative states of students and their relationship with the productivity of cognitive processes and individual cognitive styles. According to the results of the study, we found that typical negative states of students are fatigue, laziness, frustration. The most frequent methods of their regulation are communication, music, walking, sleeping. The relationship between the productive, stylistic characteristics of cognitive processes and the choice of self-regulation methods is shown. Thus, respondents with a high level of imagination and heuristic cognitive style choose a method of communication. Differences in the methods of self-regulation and experienced states in boys and girls were revealed. The results can be of interest to teachers and practical psychologists in education.

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