Math-Fact Retrieval as the Cognitive Mechanism Underlying Gender Differences in Math Test Performance

1999 ◽  
Vol 24 (3) ◽  
pp. 181-266 ◽  
Author(s):  
James M. Royer ◽  
Loel N. Tronsky ◽  
Yan Chan ◽  
Stanley J. Jackson ◽  
Horace Marchant
Keyword(s):  
Gender Differences ◽  
Test Performance ◽  
Cognitive Mechanism ◽  
Math Test ◽  
Fact Retrieval

Gender and Math Development

2020 ◽  
Author(s):  
Julianne Herts ◽  
Susan C. Levine
Keyword(s):  
Gender Differences ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Stereotype Threat ◽  
Test Performance ◽  
Math Anxiety ◽  
Math Attitudes ◽  
Wide Range ◽  
Math Development ◽  
Math Test

A great deal of research has examined math development in males versus females. Some studies indicate that males do better on standardized tests of mathematics achievement, whereas females get better grades in math class than males. Other studies find no gender differences in math development, or that differences depend on factors such as the type of math problem included on the tests. Further, there is evidence that gender differences in math test performance are not stable over time, with accumulating evidence that these differences are narrowing in more recent cohorts. In addition to evidence concerning sex differences in math grades and test performance, there is evidence that there are sex differences in math attitudes, with females showing higher levels of math anxiety and less confidence in their math ability than males, controlling for their math performance. Additionally, there is evidence that stereotypes exist such that teachers and parents believe that males are better at math than females, even when males and females have comparable levels of math skill. Moreover, when this math stereotype is activated before taking a math test, stereotype threat ensues and female performance is negatively affected. A wide range of factors, including biological differences, sociocultural factors, including stereotypes, and differences in math attitudes and interests, are likely to act in concert to account for male-female differences in mathematics achievement and decisions to enter math-intensive careers.

scholarly journals An Evaluation of Visual Perception Visual Memory Cognitive Functions and Emotional Status among Genders in Elderly Subjects

2021 ◽  
pp. 330-336
Author(s):  
A. Ruhina ◽  
G. Sridevi
Keyword(s):  
Gender Differences ◽  
Visual Perception ◽  
Depth Perception ◽  
Cognitive Functions ◽  
Test Performance ◽  
Visual Memory ◽  
Cognitive Test ◽  
Emotional Status ◽  
Cognitive Test Performance ◽  
Picture Identification

Background: Gender differences in visual memory and perception and cognitive test performance have been significantly influenced by factors like sex Objective: The current study aimed to evaluate the gender differences in patterns of cognitive test performance and visual perception in healthy elderly individuals. Methods: Cognitive functions and visual perception was analyzed using clock drawing test and picture identification test in 20 elderly men and women (10 each) and their emotional status was assessed using depression scale Results: The results revealed that females had a better visual memory and depth perception compared to men and the value was statistically significant at p<0.05. Females performed better than men on tests of Picture identification and were better in phonemic verbal skills compared to male men and the value was statistically significant at p<0.05 Conclusion: The present study concluded an innovative finding that women were better in their performance related to visual depth perception and cognitive functions.

scholarly journals Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?

2010 ◽  
Vol 102 (3) ◽  
pp. 729-740 ◽  
Author(s):  
Lisa A. Fast ◽  
James L. Lewis ◽  
Michael J. Bryant ◽  
Kathleen A. Bocian ◽  
Richard A. Cardullo ◽  
...  
Keyword(s):  
Classroom Environment ◽  
Test Performance ◽  
Self Efficacy ◽  
Math Test

scholarly journals Gender Differences in Cognitive Test Performance in Adults With Heart Failure

2017 ◽  
Vol 32 (3) ◽  
pp. 212-217 ◽  
Author(s):  
Amber D. Rochette ◽  
Mary Beth Spitznagel ◽  
Lawrence H. Sweet ◽  
Ronald A. Cohen ◽  
Richard Josephson ◽  
...  
Keyword(s):  
Heart Failure ◽  
Gender Differences ◽  
Test Performance ◽  
Cognitive Test ◽  
Cognitive Test Performance

Gender Differences in Fecal Immunochemical Test Performance for Early Detection of Colorectal Neoplasia

2015 ◽  
Vol 13 (8) ◽  
pp. 1464-1471.e4 ◽  
Author(s):  
Atija Kapidzic ◽  
Miriam P. van der Meulen ◽  
Lieke Hol ◽  
Aafke H.C. van Roon ◽  
Caspar W.N. Looman ◽  
...  
Keyword(s):  
Gender Differences ◽  
Early Detection ◽  
Test Performance ◽  
Colorectal Neoplasia ◽  
Fecal Immunochemical Test ◽  
Immunochemical Test

Why Time Constraints Increase the Gender Gap in Measured Numerical Intelligence in Academically High Achieving Samples

2019 ◽  
Vol 35 (3) ◽  
pp. 392-402 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Birgit Spinath
Keyword(s):  
Gender Differences ◽  
Gender Gap ◽  
Test Performance ◽  
Assessment Method ◽  
Time Constraints ◽  
Test Time ◽  
Numerical Reasoning ◽  
Reasoning Test ◽  
Figural Reasoning ◽  
Emotional Effects

Abstract. Gender differences in the numerical domain vary greatly according to the assessment method used. We suggest that strict time constraints, as employed on most numerical intelligence tests but not on mathematical competency tests, unduly increase the gender gap in measured numerical intelligence if the test focuses reasoning. Two studies were conducted. First, 666 11th and 12th graders were randomly assigned to speeded or nonspeeded versions of verbal, figural, and numerical reasoning tests. Extending the test time reduced gender differences in numerical but not in verbal and figural reasoning. To rule out ceiling effects and to test for potential motivational and emotional effects on test performance, a second sample of 542 students completed both a speeded and a nonspeeded numerical reasoning test as well as several motivational and emotional questionnaires. In the nonspeeded condition, girls increased their performance more than boys. This effect was especially strong for female students with medium and high performances and was largely but not fully explained by emotional and motivational factors. We conclude that girls are prevented from showing their actual potential on speeded numerical reasoning tests.

Sign in / Sign up

Export Citation Format

Share Document