Gender differences in cognitive abilities of opposite-sex and same-sex twin pairs with reading disabilty

AbstractThis article analyzes the effect of classroom separation of twins on their cognitive abilities, measured at different ages in Dutch primary education. We use a large longitudinal school-based sample of twins and their classmates. The analysis tries to reduce the bias by unobserved factors due to the nonrandom assignment of twins by taking into account differences in school environment, previous test scores and variation in class assignment between years. We find that classroom separation matters for language in Grade 2. Nonseparated twins score higher on language, and the difference is larger for same-sex pairs. This finding is robust for various methods that take unobserved effects into account. In addition, there is some evidence for higher scores in arithmetic in Grade 2. For the higher grades we find no effect of classroom separation on cognitive ability. In the analysis of the effect of a separation of at least 3 years we find that separation increases language performance between Grade 6 and 8 for opposite-sex pairs.

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SELF-PERCEPTION OF SPORTING ABILITIES OF FEMALE ATHLETES WHEN COMPARED WITH SAME-SEX AND OPPOSITE-SEX ATHLETES

Facta Universitatis Series Physical Education and Sport ◽

10.22190/fupes200510059k ◽

2021 ◽

pp. 611

Author(s):

Jovana Trbojević ◽

Jelica Petrović

Keyword(s):

Gender Differences ◽

Motor Skills ◽

Female Athletes ◽

Physical Endurance ◽

Same Sex ◽

Self Perception ◽

Male Athletes ◽

Volleyball Players ◽

Opposite Sex

The aim of this study is to determine how top-level female soccer and volleyball players, and young, cadet and junior female volleyball players view themselves, their abilities, and their specific motor skills for sport in relation to other female and male athletes. In Study 1, the sample consisted of 24 female top soccer and volleyball players of the highest sporting rank in Serbia. In Study 2, the sample consisted of 31 female cadet and junior volleyball players. They all filled out a brief questionnaire regarding self-perception about their sporting abilities, when compared with same-sex and opposite-sex athletes of the same rank, sport and age. The results of Study 1 show that female top soccer and volleyball players perceive themselves as less competent when compared with male athletes of the same sport and age (t(22)=5.97, p=.00). The results of Study 2 show that female cadet and junior volleyball players perceive themselves as less competent in Serve strength (t(29)=3.27, p=.030) and Physical endurance and strength (t(29)=2.52, p=.017) when compared with male volleyball players of the same age. The obtained results call for further examination of gender differences in perceived self-competence.

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Gender Differences in Children's and Parents' Social Support Perceptions

Journal of Relationships Research ◽

10.1375/jrr.2.1.10 ◽

2011 ◽

Vol 2 (1) ◽

pp. 10-16 ◽

Cited By ~ 3

Author(s):

Mandy Matthewson ◽

Rosanne Burton Smith ◽

Iain Montgomery

Keyword(s):

Social Support ◽

Gender Differences ◽

Same Sex ◽

Parent Child Relationship ◽

Mothers And Fathers ◽

Child Relationship ◽

Different Types ◽

Mother Child Relationships ◽

Opposite Sex ◽

Parent Child

AbstractThere are limited studies investigating gender differences within the father–child and mother–child relationships with regard to social support provisions within these relationships. This study aimed to explore gender unity in children's and parents' perceptions of social support within the parent–child relationship. The participants included 91 families who completed measures of social support satisfaction and social support effectiveness. Results were contrary to the gender unity assumption. Findings indicated that mothers and fathers provide different types of support to their children regardless of their child's sex. Further, this study demonstrated the importance of father–child interactions and the need to further investigate the types of support fathers provide their children. This study explored gender differences in social support perceptions within the parent–child relationship. It investigated if mothers and fathers perceive the support they provide their children with is differentiated according to whether their child is a son or a daughter (i.e., gender unity). In this study, gender unity relates to whether parents consider themselves to be more effective in their support provisions to their same-sex child than to their opposite-sex child. Moreover, gender unity also pertains to whether children are more satisfied with the support provided by their same-sex parent than their opposite-sex parent. It is therefore important to define social support in order to understand it within the context of the parent-child relationship.

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‘My Bed or Our Bed?’: Gendered Negotiations in the Sleep of Same-Sex Couples

Sociological Research Online ◽

10.5153/sro.2127 ◽

2010 ◽

Vol 15 (2) ◽

pp. 65-77 ◽

Cited By ~ 1

Author(s):

Allison Kirkman

Keyword(s):

Gender Differences ◽

Couple Relationships ◽

Structural Factors ◽

Same Sex ◽

Same Sex Couples ◽

The Social ◽

Opposite Sex ◽

Sleeping Arrangements ◽

Depth Interviews

Sexuality as well as gender can be added to the range of socio-structural factors that influence the social patterning of sleep. This paper draws on in-depth interviews with 20 women and men aged between 45 – 65 years in same-sex couple relationships to examine how they negotiate their sleeping arrangements. The paper contends that gender differences are evident in how these negotiations are played out in the bedroom with women and men in same-sex relationships mirroring some of the patterns demonstrated in the research about women and men in opposite-sex couple relationships. However there are also differences, both between the same-sex women and men, and also when compared with the research concerned with the sleep negotiations between opposite-sex couples. These differences relate to the strategies used in managing a same-sex coupled identity with sharing a bed part of this management.

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Genetic Etiology of Reading Difficulties in Boys and Girls

Twin Research and Human Genetics ◽

10.1375/twin.8.6.594 ◽

2005 ◽

Vol 8 (6) ◽

pp. 594-601 ◽

Cited By ~ 14

Author(s):

Sally J. Wadsworth ◽

John C. DeFries

Keyword(s):

Gender Differences ◽

Reading Difficulties ◽

Model Fitting ◽

Genetic Influences ◽

Same Sex ◽

Genetic Etiology ◽

Opposite Sex ◽

The Difference ◽

Current Sample ◽

Using Data

AbstractAlthough it has been suggested that genetic influences on reading difficulties may differ in boys and girls, results obtained from previous analyses of data from same-sex twin pairs have failed to provide evidence for a differential genetic etiology of reading disability (RD) as a function of gender. However, results of a recent study in which data from both same-sex and opposite-sex twin pairs were analyzed indicated a higher heritability for reading difficulties in boys (Harlaar et al., 2005). Because the current sample of twin pairs tested in the Colorado Learning Disabilities Research Center is substantially larger than that analyzed for our previous report (Wadsworth et al., 2000), this hypothesis was tested more rigorously using data from both same-sex and opposite-sex twin pairs in our current augmented sample. Composite reading scores from 634 twin pairs were subjected to DeFries–Fulker sex-limitation analysis using the model-fitting approach of Purcell and Sham (2003). Analysis of data from the combined sample of male and female twins indicated that genetic influences account for more than half the proband reading deficit (h2g = .58). When this model was extended to test for gender differences in the magnitude of genetic influences on RD, h2g estimates were somewhat higher for females than for males (.63 and .53, respectively), but the difference was nonsignificant (p > .3). A test for qualitative gender differences was also nonsignificant. Thus, these results provide little evidence for a differential genetic etiology of RD in boys and girls.

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