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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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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Jaya Putra, Hendri Eka, and Hendar Ahmad Wibisono. "PENGARUH MODEL INSTRUKSIONAL KOOPERATIF TIPE CORE TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA." Akademika 10, no. 01 (May 30, 2021): 179–95. http://dx.doi.org/10.34005/akademika.v10i01.1229.
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The low learning outcomes of mathematics at junior high school level students are due to the low ability of students to use and assess the relationship between mathematics topics and organize the information obtained. One of the learning models with the discussion method that encourages students to use and assess the relationship between mathematical topics and organize the information obtained is the cooperative CORE (Connecting, Organizing, Reflecting, and Extending) learning model. The purpose of this study was to analyze the improvement of students' mathematical representation abilities through CORE models and analyzing differences in mathematical representation abilities between students using a cooperative CORE model with students using the learning method with the scientific approach, as well as to see student responses to the cooperative learning model type CORE. The method used is the Quasi Experimental Design method with type Non equivalent Control Group Design, with a population of all class VIII students of Al Ihsan Legenda Bekasi Junior High School for the 2019/2020 school year. The sampling technique used purposive sampling. The instruments used were questionnaire sheets and essay tests in accordance with the indicators of mathematical representation in the Functions. The results showed that there were differences in mathematical representation abilities between students who used the cooperative CORE model by using the learning method with a scientific approach, as well as student responses after using the CORE cooperative, make students more active and make it easier for students to learn the material and can improve student learning outcomes.
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Beese, Benjamin M. "Attitude towards Cross-Culture Exchange in the 1685 French Embassy to the Kingdom of Siam." Swarthmore Undergraduate History Journal 2, no. 2 (2021): 34–52. http://dx.doi.org/10.24968/2693-244x.2.2.2.
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Traditional histories of Early Modern exchange tend to emphasize the dispersion and adoption (or rejection) of European science and culture. More recently, there has been an historiographical trend to see early modern international interactions as multi-direction exchanges in which all parties are altered in each interaction. The 1685 French-Jesuit Embassy to Siam provides an interesting opportunity to explore the implications of this multi-directional approach. Although this exchange had no significant, lasting impact on either Siam or France, the dynamics at play demonstrate how each party’s attitude towards the exchange impacted their ability to achieve their aims. This paper uses Guy Tachard’s first-hand account of the 1685 Embassy, Voyage to Siam, to explore the political, scientific, and religious exchanges that took place between the French and the Siamese. On each of these levels, the French were consistently concerned with their own perception and cultural superiority whereas the Siamese were primarily motivated by a desire for an intellectual exchange. The Siamese successfully gained scientific equipment and knowledge from the French Jesuits whereas the Jesuits failed to convert Siam to Christianity. Thus, this interaction shows how differing attitudes lead to tangible differences in the outcome of this cross-cultural interaction.
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Kay, Jeffrey, Muzammil Memon, Darren de SA, Nicole Simunovic, Andrew Duong, Jon Karlsson, and Olufemi Rolland Ayeni. "The h-Index of Editorial Board Members Correlates Positively With the Impact Factor of Sports Medicine Journals." Orthopaedic Journal of Sports Medicine 5, no. 3 (March 1, 2017): 232596711769402. http://dx.doi.org/10.1177/2325967117694024.
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Background: The h-index is a metric widely used to present both the productivity and impact of an author’s previous publications. Purpose: To evaluate and observe any correlations among the h-indices of 2015 editorial board members from 8 top sports medicine journals. Study Design: Systematic review. Methods: The sex, country of residence, degree, and faculty position of the editorial board members were identified using their respective scientific publication profiles. The h-index and other bibliometric indicators of these editorial board members were obtained using both the Web of Science (WoS) and Google Scholar (GS) databases. Nonparametric statistics were used to analyze differences in h-index values, and regression models were used to assess the ability of the editorial board member’s h-index to predict their journal’s impact factor (IF). Results: A total of 422 editorial board members were evaluated. The median h-index of all editors was 20 (interquartile range [IQR], 19) using GS and 15 (IQR, 15) using WoS. GS h-index values were 1.19 times higher than WoS, with significant correlation between these values ( r2 = 0.88, P = .0001). Editorial board members with a PhD had significantly higher h-indices than those without (GS, P = .0007; WoS, P = .0002), and full professors had higher h-indices than associate and assistant professors (GS, P = .0001; WoS, P = .0001). Overall, there were significant differences in the distribution of the GS ( P < .0001) and WoS ( P < .0001) h-indices of the editorial board members by 2014 IF of the journals. Both the GS h-index (β coefficient, 0.01228; 95% CI, 0.01035-0.01423; P < .0001) as well as the WoS h-index (β coefficient, 0.01507; 95% CI, 0.01265-0.01749; P < .0001) of editorial board members were significant predictors of the 2014 IF of their journal. Conclusion: The h-indices of editorial board members of top sports medicine journals are significant predictors of the IF of their respective journals.
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Maranto, Robert, and Jonathan Wai. "Why Intelligence Is Missing from American Education Policy and Practice, and What Can Be Done About It." Journal of Intelligence 8, no. 1 (January 3, 2020): 2. http://dx.doi.org/10.3390/jintelligence8010002.
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To understand why education as a field has not incorporated intelligence, we must consider the field’s history and culture. Accordingly, in this cross-disciplinary collaboration between a political scientist who studies institutions and a psychologist who studies intelligence, we outline how the roots of contemporary American Educational Leadership as a field determine its contemporary avoidance of the concept of intelligence. Rooted in early 20th century progressivism and scientific management, Educational Leadership theory envisions professionally run schools as “Taylorist” factories with teaching and leadership largely standardized, prioritizing compliance over cognitive ability among educators. Further, the roots of modern education theory do not see the intelligence of students as largely malleable. Hence, prioritizing intelligence is viewed as elitist. For more than a century, these assumptions have impacted recruitment into education as a profession. We conclude with ideas about how to bring intelligence into mainstream schooling, within the existing K-12 education institutional context. We believe that better integration of intelligence and broader individual differences research in education policy and practice would lead to more rapid advances to finding evidence based solutions to help children.
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Schipperges, B., L. Kappen, and M. Sonesson. "Intraspecific Variations of Morphology and Physiology of Temperate to Arctic Populations of Cetraria Nivalis." Lichenologist 27, no. 6 (November 1995): 517–29. http://dx.doi.org/10.1016/s0024-2829(95)80011-5.
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AbstractFive populations of the circumpolar Arctic-alpine lichen species Cetraria nivalis were sampled along a latitudinal gradient from the temperate to the Arctic climatic zone. The populations were compared with respect to their CO2 exchange, water relations and morphology/anatomy. Provenances from places along this latitudinal gradient were transplanted in 1983/84 to a site near the Scientific Research Station in Abisko, to see whether they are identical with plastic acclimation ability or whether they represent different ecotypes. The five populations represent two major geographical groups, a ‘southern’ and a ‘northern’ one, with respect to some morphological and anatomical features, chlorophyll content and water relations. The transplanted C. nivalis provenances showed a tendency towards increasing net photosynthetic rates with origin in the higher latitudes. The CO2 exchange response of the native populations was the reverse of this tendency although CO2 exchange was in general flexible. It is concluded that the investigated C. nivalis populations were different ecotypes because of genetic differences and a distinct seasonal plasticity. The ecotypes are interpreted as a result of isolation in different refugia during the Pleistocene.
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Mackintosh, N. J. "Sex differences and IQ." Journal of Biosocial Science 28, no. 4 (October 1996): 558–71. http://dx.doi.org/10.1017/s0021932000022586.
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Of all the controversial issues surrounding IQ tests, few have generated more heat and less light than the question whether different groups in our society differ in average IQ. Those who study, and find evidence of, such differences believe that they are addressing a legitimate scientific issue and one whose implications, however unpalatable they may be, society ignores at its peril. Their critics insist that the question has no intrinsic scientific interest whatsoever, and conclude that those who study it are either naive, deceiving themselves or only too happy to find justification for their own comfortable position within an unjust and unequal society. In the case of sex differences in IQ scores, at least, one could argue that both sides have got it largely wrong. With one exception, there is relatively little social or political implication in such differences as there are. More importantly, however, arguments will be presented against the critics' view that such research is of no intrinsic scientific interest. On the contrary, it has already helped to answer some important scientific questions about the nature of IQ, and has the potential to answer more. Unfortunately, those who engage in such research have usually failed to see this.
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Furnham, Adrian. "SEX DIFFERENCES IN SELF-RATED ABILITY." Social Behavior and Personality: an international journal 30, no. 2 (January 1, 2002): 185–93. http://dx.doi.org/10.2224/sbp.2002.30.2.185.
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Two hundred and one adults completed two questionnaires: the first estimating their scores and that of their partner on nine scales from the General Aptitude Test Battery (GATB); the second on beliefs about IQ tests. There was overall no sex difference between participants on self- and partner- ratings though there was an expected difference on numerical ability. Factor analysis revealed two factors labeled cognitive ability and dexterity. Regressing the eight specific abilities onto the overall score showed five abilities with significant beta weights (particularly verbal and numerical abilities) accounting for nearly three-quarters of the variance. Regressing seven demographic factors onto the overall score showed the participants' wealth, education and political beliefs to be the best predictors: richer, longer educated, more right-wing people thought they had higher IQ scores.
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Lynn, Richard, and R. Graham Wilson. "Sex Differences in Second-Language Ability." School Psychology International 14, no. 3 (August 1993): 275–79. http://dx.doi.org/10.1177/0143034393143007.
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Long, J. Scott. "Measures of Sex Differences in Scientific Productivity." Social Forces 71, no. 1 (September 1992): 159. http://dx.doi.org/10.2307/2579971.
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Long, J. S. "Measures of Sex Differences in Scientific Productivity." Social Forces 71, no. 1 (September 1, 1992): 159–78. http://dx.doi.org/10.1093/sf/71.1.159.
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Branagan, D. "Carsten Egeberg Borchgrevink (1864-1934): The Man Who Claimed to be the First to Set Foot on Antarctica." Earth Sciences History 33, no. 1 (January 1, 2014): 67–121. http://dx.doi.org/10.17704/eshi.33.1.a0768366584n23vv.
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Carsten Borchgrevink continues to be one of the most enigmatic Antarctic explorers. He made two visits to Antarctica, briefly in 1895, and much longer in 1898-1900. Today it is acknowledged that he made significant contributions to Antarctic exploration. He made a claimed first discovery of terrestrial plant life in 1895. He led the first party to winter on Antarctica in 1899 in very difficult weather conditions. His expedition made a year-long continuous record of weather conditions, and glacier movement was briefly measured. Useful zoological data were obtained, but the death of Hanson, the zoologist and loss of some of his records, lessened their possible value. New plants, some insects, and shallow sea-water fauna were discovered. Extensive photographic records were obtained. The 1898-1900 expedition noted the reduction in the seaward extent of the Ross Ice Sheet. It discovered what later became known as the Bay of Whales, and there made the first ascent onto the Ross Sea Barrier, showing that travel inland was feasible in that region, ‘opening the way to the South’. A reasonable estimate of the then position of the South Magnetic Pole was made. In addition Borchgrevink showed the effectiveness of kayaks for local water transport, and dogs with trained dog-handlers for land travel (and companionship). His expedition was underpinned by good planning for housing, equipment (including use of the recently invented Primus Stove), clothing (notably shoes lined with sennegrass) and food. His scientific party was well-chosen for their abilities, but national and social differences played a part in periods of tension with the leader, who was inclined to overestimate his own scientific ability. The achievements of the expedition were given little recognition for most of his life, particularly in Britain, in part because of his initial success, over a period of some years, in gaining financial support for his expedition in the face of strong opposition from ‘official’ British scientific bodies. In addition his rather brash and abrasive personality, some public quarrels and perhaps a rather quirky sense of humour did not make him popular. His achievements have been obscured to some extent by inaccurate and exaggerated criticisms of his activities.
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Jaggar, Alison M. "Sex Inequality and Bias in Sex Differences Research." Canadian Journal of Philosophy Supplementary Volume 13 (1987): 24–39. http://dx.doi.org/10.1080/00455091.1987.10715927.
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The relationship of philosophy to science is a matter of long historical dispute. Philosophy has been described variously as the mother, the queen or the handmaiden of science, depending on whether the philosopher’s role was perceived as that of giving birth to science, of regulating and legitimating scientific discourse or of clearing the conceptual underbrush in the way of scientific advance. This essay, by contrast, is grounded on a conception of philosophy and science as partners or sisters, perhaps even as Siamese twin sisters, both proceeding from the same impulse to understand ourselves and the world and to change both for the better. Occasionally relations between philosophy and science have been marred by sibling rivalry, with each sister claiming the right to control and limit the pretensions of the other. In fact, however, philosophy and science are interdependent and ultimately inseparable. To borrow a famous slogan from another context: science without philosophy is blind; philosophy without science is empty.
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Colom, Roberto, Ma José Contreras, Isabel Arend, Oscar García Leal, and José Santacreu. "Sex Differences in Verbal Reasoning are Mediated by Sex Differences in Spatial Ability." Psychological Record 54, no. 3 (July 2004): 365–72. http://dx.doi.org/10.1007/bf03395479.
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Kerns, Kimberly A., and Sheri A. Berenbaum. "Sex differences in spatial ability in children." Behavior Genetics 21, no. 4 (July 1991): 383–96. http://dx.doi.org/10.1007/bf01065974.
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McCown, R. L. "Learning to bridge the gap between science-based decision support and the practice of farming: Evolution in paradigms of model-based research and intervention from design to dialogue." Australian Journal of Agricultural Research 52, no. 5 (2001): 549. http://dx.doi.org/10.1071/ar00119.
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Application of science in agriculture has been primarily to the ongoing improvement of material technologies. But there has also been an expectation that science, in a ‘systems’ mode, could, and should, contribute to improved planning and decision making by farmers. For over 30 years computerised models of farm economies or production systems have claimed the ability to identify superior alternatives for management action. Over this period, model competence has improved immensely, and farm computer ownership has grown to high levels, but this has not generated conspicuous or sustained enthusiasm among farmers or their advisers. This paper examines the experience of model-based interventions in farming practice in search of insights to both past failure and future possibilities for models with seemingly impressive capability to be relevant and significant to managers in the challenging task of achieving sustainable farming. The strategy is to ‘stand back’ far enough to see conceptual and historical ‘connections’ between research and farming from a vantage point where the difference between a systems view and a philosophical view becomes indistinct. An adaptation of Karl Popper’s ‘three worlds’ model serves as a ‘map’ of the differences among types of knowledge and among three paradigms for scientific intervention in practice. This aids explanation of the ‘gaps’ between research and practice when: (1) researchers design ‘best practice’ for practitioners using theoretical models, (2) researchers provide practitioners with practice-guiding tools, and (3) researchers with theory and models collaborate with practitioners to research ‘best practice’ in the context of practice. The benefits and challenges of an approach for bridging ‘the gap’ which uses multiple rationalities and research paradigms are discussed.
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Colom, Roberto, Sergio Escorial, and Irene Rebollo. "Sex differences on the Progressive Matrices are influenced by sex differences on spatial ability." Personality and Individual Differences 37, no. 6 (October 2004): 1289–93. http://dx.doi.org/10.1016/j.paid.2003.12.014.
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Lazarev, V. S. "On the Problem of Creating a Model of the “School of the Future”." Психологическая наука и образование 26, no. 4 (2021): 69–79. http://dx.doi.org/10.17759/pse.2021260406.
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How would we like to see the school of the future? The answer to this question is searched in many countries, including Russia. The proposed conceptual solutions are based on different theoretical foundations, and this determines the key differences between them. The scientific school of developmental education has produced a model of the school of the future for primary school age, known as the “Elkonin-Davydov system”. The adolescent school model is still under development. Having based on the key provisions of the developmental education’s theory, the article proposes a vision of what the goals, content and forms of education in a adolescent school should be. The formation of the ability to be the subject of various types of socially significant activities is defined аs the central line of adolescent development. Thus the principal new psychological formation shaped by adolescent school is practical consciousness and the corresponding reasonable (meaningful) practical thinking. It is argued that in adolescent school, socially significant activity is implemented though project activity (designing). Project activity can become a form of development for students if, in the process of its implementation, they master this very activity. It means that the content of education should include both subject and meta-subject elements. Accordingly, the structures of action in learning activity should unfold in two dimensions: subject and meta-subject.
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Yeoman, Kay, Laura Bowater, and Elena Nardi. "The representation of scientific research in the national curriculum and secondary school pupils’ perceptions of research, its function, usefulness and value to their lives." F1000Research 4 (February 12, 2016): 1442. http://dx.doi.org/10.12688/f1000research.7449.2.
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Young people’s views on what research is, how it is conducted and whether it is important, influences the decisions they make about their further studies and career choices. In this paper we report the analysis of questionnaire data with a particular focus on pupil perceptions of research in the sciences and of the scientific method. The questionnaire was a 25-item Likert Scale (1-5) distributed to seven collaborating schools. We received 2634 returns from pupils across key stages 3, 4 and 5. We also asked teachers to complete the questionnaire in order to explore how they thought their pupils would respond. We received 54 teacher responses. Statistically significant differences in the responses were identified through a chi-square test on SPSS. As what is being taught influences secondary pupil views on research we also consider how the term ‘research’ appears in the national curriculum for England and Wales and the three main English exam boards. The main theoretical construct that informs our analysis of the questionnaire data and the national curriculum is Angela Brew’s 4-tier descriptor of perceptions of research (domino, trading, layer, journey). We use this framework in order to map what, when and how research is presented to school pupils in England and Wales. We also use this framework in order to highlight and discuss certain pupil views that emerged from the questionnaire data and which indicate areas where curriculum and pedagogy intervention may be necessary: pupils seem less confident in their understanding of research as involving the identification of a research question; and, they often see research as a means to confirm one’s own opinion. They do however understand research as involving the generation of new knowledge and the collection of new data, such as interviews and questionnaires as well as laboratory work, field trips and library searches and they appear relatively confident in their statements about their ability to do research, their school experiences of research and the importance of research in their future career choice.
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Hallinan, Maureen T., and Aage B. Sorensen. "Ability Grouping and Sex Differences in Mathematics Achievement." Sociology of Education 60, no. 2 (April 1987): 63. http://dx.doi.org/10.2307/2112582.
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Jones, Catherine M., Victoria A. Braithwaite, and Susan D. Healy. "The evolution of sex differences in spatial ability." Behavioral Neuroscience 117, no. 3 (2003): 403–11. http://dx.doi.org/10.1037/0735-7044.117.3.403.
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Chipere, Ngoni. "Sex differences in phonological awareness and reading ability." Language Awareness 23, no. 3 (March 8, 2013): 275–89. http://dx.doi.org/10.1080/09658416.2013.774007.
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O'Boyle, Michael W. "Sex-Related Ability Differences: Changing Perspectives, Changing Minds." Contemporary Psychology 47, no. 2 (April 2002): 160–63. http://dx.doi.org/10.1037/001079.
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Nesse, Randolph M., Andrew Silverman, and Alan Bortz. "Sex differences in ability to recognize family resemblance." Ethology and Sociobiology 11, no. 1 (January 1990): 11–21. http://dx.doi.org/10.1016/0162-3095(90)90003-o.
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Olha, Cherepiekhina, Dysa Olena, Bulanov Valerii, Turubarova Anastasiia, and Rukolyanska Nataliya. "Forced Leadership as a Social Psychological Phenomenon in Professionally Successful Women Scientists." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 4 (August 26, 2021): 397–410. http://dx.doi.org/10.6000/2292-2598.2021.09.04.7.
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In today's world, women are increasingly taking the place of leaders, so they have to be active, focused, resistant to stress, have a high level of self-regulation, and be able to work in a team. So, we can see how women are sometimes forced to become leaders in difficult life circumstances. Due to persistence, self-education, determination, they work in leadership positions and demonstrate masculine personality traits. The study aimed to study the psychological characteristics of women scientists who hold high positions in educational establishments - vice-rector, dean, and department head. We hypothesized that the professional success of women scientists depends on the level of their potential leadership skills. The study involved 75 women from higher education institutions who successfully work as vice-rectors, deans, heads of departments. All of them have the degree of doctors of philosophy from various scientific fields and combined scientific activity with managerial activity. Analysis of the results of empirical research showed that a high level of leadership skills determines the professional success of 37% of women studied, but 63% of women scientists have other determinants of professional success. Differences in indicators were identified, and three groups of women were characterized depending on the level of development of their leadership abilities. In groups of women with a medium and low level of leadership skills, the main determinants of professional success are the focus on real-life circumstances, high level of development of stable emotional and volitional sphere, voluntary self-regulation, self-control in difficult situations, emotional stability. Women who have achieved professional success, not on the basis of potential leadership abilities, form a socially determined personal quality - forced leadership, which we tend to consider as a social psychological phenomenon, which is based on the ability to adapt to living conditions in situations requiring a person to choose against own individual psychological features, namely to become a leader, to cultivate the traits inherent in a true leader.
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Alekseeva, M. V. "The Communicative Potential of Musical Expressiveness." Concept: philosophy, religion, culture, no. 3 (November 17, 2019): 179–88. http://dx.doi.org/10.24833/2541-8831-2019-3-11-179-188.
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This article offers a brief overview of some challenges and paradoxes of contemporary research as well as various social questions related to them. Key problems of consciousness research are stated relating to the scientific work on artificial intelligence development. Due to such ambitious objectives of modern science, there is a special attention to personality sphere, to its emotional sufferings and personal creative aspirations. The proposed theses of research of the communicative and creative possibilities of the musical language, its qualitative differences from the considered potential of verbal semantics give a clear idea that the language of music is directly related to emotional expressiveness and cognitive process stimulation. As a result of such a summary, it becomes obvious that the study of verbal and musical expressive possibilities, their comparative analysis in the realities of cultural and communication tendencies of modernity is not limited to the needs of the sphere of art. The article also addresses communicative possibilities of musical expressiveness in light of the ability of music to convey the flow of personal emotions.The novelty of this article is to substantiate further detailed study of musical expression communication possibilities, which will make personal emotional world accessible, i.e. qualia. In turn, the status of qualia is considered as one of the most acute and widely discussed problems in modern philosophy, since representatives of various fields of science often see it as a key to understanding the nature of consciousness.
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Nebot, Teresa Kirchner. "Sex Differences among Children on Embedded Tasks." Perceptual and Motor Skills 67, no. 3 (December 1988): 972–74. http://dx.doi.org/10.2466/pms.1988.67.3.972.
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100 8-yr.-old children (50 boys and 50 girls) were evaluated on the Children's Embedded Figures Test to determine whether there are differences in disembedding ability between boys and girls. Analysis indicated that the boys were superior to the girls on the test as a whole, but this superiority is the result of boys' greater ability to detect a triangular figure and not, on the contrary, their ability to detect the outline of a house.
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O'Connor, Owen A. "Innovative approach to determine overall survival (OS) benefit for orphan diseases using case match control analyses (CMCA): The PROPEL experience of pralatrexate in patients with relapsed/refractory (R/R) peripheral T-cell lymphoma (PTCL)." Journal of Clinical Oncology 35, no. 15_suppl (May 20, 2017): 7521. http://dx.doi.org/10.1200/jco.2017.35.15_suppl.7521.
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7521 Background: The challenges in conducting randomized studies in orphan diseases poses limitations on our ability to identify the most promising treatments. Randomized studies in this setting can take protracted periods of time to complete, can be very expensive while not offering the promise of significant commercial return, and could become irrelevant as the pace of scientific advancement continues. The majority of drugs approved in this setting are often approved on surrogate end-points like progression free survival (PFS) or complete response (CR) rates in single arm studies. CMCA are statistically stronger than single arm studies, and can be highly informative in this setting. Methods: We established an integrated international database of patients with R/R PTCL to clarify the OS advantage of pralatrexate using original data from the PROPEL study, an international, multicenter phase II study in patients with R/R PTCL. The propensity score was used to match cases and controls. Cases were matched based on histology, number of previous treatments received, age at diagnosis and sex. Results: With 1:1 ratio match, we identified 83 cases and 83 controls. In total, 83 patients out of 109 treated on the PROPEL study were successfully matched. OS was plotted for each of the two study populations. The survival curves for the control population were found to be nearly identical to that reported for this population from other datasets. The overall survival was 4.04 months (95% CI 2.83, 5.78), which is consistent with historical controls describing this population. The median OS in for the pralatrexate treated cohort in this analysis was 16.6 months (95% CI: 11.99-25.56). The OS was a highly statistically significant difference between these two populations, with a hazard ratio of 0.426 (95% CI: 0.296-0/61). This difference held up for each of the major histologic subsets, including PTCL-NO and angioimmunoblastic PTCL. Conclusions: This approach can be used to better understand how new drugs in orphan diseases perform in heterogeneous patient populations. Clinical trial information: NCT00364923.
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Schlatter, Erika, Ard W. Lazonder, Inge Molenaar, and Noortje Janssen. "Individual Differences in Children’s Scientific Reasoning." Education Sciences 11, no. 9 (August 27, 2021): 471. http://dx.doi.org/10.3390/educsci11090471.
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Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving skills. A sample of 160 upper-primary schoolchildren completed a practical scientific reasoning task that gauged their command of the five component skills and did not require them to read. In addition, children took standardized tests of reading comprehension and numerical ability and completed the Tower of Hanoi task to measure their problem-solving skills. As expected, children differed substantially from one another. Generally, scores were highest for experimenting, lowest for evaluating data and drawing conclusions and intermediate for hypothesizing and inferencing. Reading comprehension was the only predictor that explained individual variation in scientific reasoning as a whole and in all component skills except hypothesizing. These results suggest that researchers and science teachers should take differences between children and across component skills into account. Moreover, even though reading comprehension is considered a robust predictor of scientific reasoning, it does not account for the variation in all component skills.
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Gilleta, K. "Sex-related differences in spatial ability: innate or learned?" Archives of Clinical Neuropsychology 15, no. 8 (November 2000): 691–92. http://dx.doi.org/10.1016/s0887-6177(00)80075-x.
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Gilleta, K., and M. Vrbancic. "Sex-related differences in spatial ability: innate or learned?" Archives of Clinical Neuropsychology 15, no. 8 (November 1, 2000): 691–92. http://dx.doi.org/10.1093/arclin/15.8.691a.
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Burnett, Sarah A. "Sex-related differences in spatial ability: Are they trivial?" American Psychologist 41, no. 9 (1986): 1012–14. http://dx.doi.org/10.1037/0003-066x.41.9.1012.
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Greengross, Gil, Paul J. Silvia, and Emily C. Nusbaum. "Sex differences in humor production ability: A meta-analysis." Journal of Research in Personality 84 (February 2020): 103886. http://dx.doi.org/10.1016/j.jrp.2019.103886.
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Gxilishe, Sandile. "Sex differences in linguistic ability: a case for Xhosa." Southern African Journal of Applied Language Studies 2, no. 2 (November 1993): 11–19. http://dx.doi.org/10.1080/10189203.1993.9724625.
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Wai, Jonathan. "Investigating America's elite: Cognitive ability, education, and sex differences." Intelligence 41, no. 4 (July 2013): 203–11. http://dx.doi.org/10.1016/j.intell.2013.03.005.
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Coyle, Thomas R., Anissa C. Snyder, and Miranda C. Richmond. "Sex differences in ability tilt: Support for investment theory." Intelligence 50 (May 2015): 209–20. http://dx.doi.org/10.1016/j.intell.2015.04.012.
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Newman, Sharlene D. "Differences in cognitive ability and apparent sex differences in corpus callosum size." Psychological Research 80, no. 5 (July 25, 2015): 853–59. http://dx.doi.org/10.1007/s00426-015-0688-3.
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Wolff, Sarah, and David A. Puts. "Sex Differences: Summarizing More Than a Century of Scientific Research." Archives of Sexual Behavior 38, no. 6 (November 5, 2009): 1070–72. http://dx.doi.org/10.1007/s10508-009-9538-y.
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Harness, Ashley, Lorri Jacot, Shauna Scherf, Adam White, and Jason E. Warnick. "Sex Differences in Working Memory." Psychological Reports 103, no. 1 (August 2008): 214–18. http://dx.doi.org/10.2466/pr0.103.1.214-218.
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In two separate studies, sex differences in modal-specific elements of working memory were investigated by utilizing words and pictures as stimuli. Groups of men and women performed a free-recall task of words or pictures in which 20 items were presented concurrently and the number of correct items recalled was measured. Following stimulus presentation, half of the participants were presented a verbal-based distraction task. On the verbal working-memory task, performance of men and women was not significantly different in the no-distraction condition. However, in the distraction condition, women's recall was significantly lower than their performance in the no-distraction condition and men's performance in the distraction condition. These findings are consistent with previous research and point to sex differences in cognitive ability putatively resulting from functional neuroanatomical dissimilarities. On the visual working-memory task, women showed significantly greater recall than men. These findings are inconsistent with previous research and underscore the need for further research.
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Newcombe, Nora, and Mary Ann Baenninger. "Sexual-selection accounts of human characteristics: Just So Stories or scientific hypotheses?" Behavioral and Brain Sciences 19, no. 2 (June 1996): 259–60. http://dx.doi.org/10.1017/s0140525x00042576.
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AbstractWe evaluate three of Geary's claims, finding that (1) there is little evidence for sex differences in object- vs. person-orientation; (2) sex differences in competition, even if biologically caused, lead to sex differences in mathematics only given a certain style of teaching; and (3) sex differences in mental rotation, though real, are not well explained in a sociobiological framework or by the proximate biological variables assumed by Geary.
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Berkley, Karen J. "Sex differences in pain." Behavioral and Brain Sciences 20, no. 3 (September 1997): 371–80. http://dx.doi.org/10.1017/s0140525x97221485.
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Are there sex differences in pain? For experimentally delivered somatic stimuli, females have lower thresholds, greater ability to discriminate, higher pain ratings, and less tolerance of noxious stimuli than males. These differences, however, are small, exist only for certain forms of stimulation and are affected by many situational variables such as presence of disease, experimental setting, and even nutritive status. For endogenous pains, women report more multiple pains in more body regions than men. With no obvious underlying rationale, some painful diseases are more prevalent among females, others among males and, for many diseases, symptoms differ between females and males. Sex differences in attitudes exist that affect not only reporting, coping, and responses to treatment, but also measurement and treatment. So many variables are operative, however, that the most striking feature of sex differences in reported pain experience is the apparent overall lack of them. On the other hand, deduction from known biological sex differences suggests that these are powerful sex differences in the operation of pain mechanisms. First, the vaginal canal provides an additional route in women for internal trauma and invasion by pathological agents that puts them at greater risk for developing hyperalgesia in multiple body regions. Second, sex differences in temporal patterns are likely to give rise to sex differences in how pain is “learned” and stimuli are interpreted, a situation that could lead to a greater variability and wider range of pains without obvious peripheral pathology among females. Third, sex differences in the actions of sex hormones suggest pain-relevant differences in the operation of many neuroactive agents, opiate and nonopiate systems, nerve growth factor, and the sympathetic system. Thus, while inductive analysis of existing data demonstrate more similarities than differences in pain experience between females and males, deductive analysis suggests important operational sex differences in its production.