Sex differences in the neurodevelopment of school-age children with and without single-suture craniosynostosis

2015 ◽  
Vol 31 (7) ◽  
pp. 1103-1111 ◽  
Author(s):  
Mary Michaeleen Cradock ◽  
Kristen E. Gray ◽  
Kathleen A. Kapp-Simon ◽  
Brent R. Collett ◽  
Lauren A. Buono ◽  
...  
Keyword(s):  
Sex Differences ◽  
School Age Children ◽  
School Age ◽  
Single Suture

Sex Differences in the Performance of School Children

1972 ◽  
Vol 17 (4) ◽  
pp. 273-278
Author(s):  
Eva P. Lester ◽  
Stephanie Dudek ◽  
Roy C. Muir
Keyword(s):  
Sex Differences ◽  
Academic Performance ◽  
Longitudinal Study ◽  
School Age Children ◽  
School Age ◽  
Motor Ability ◽  
Sex Typing ◽  
Female Children ◽  
Conceptual Ability ◽  
Objective Tests

Marked and consistent differences in academic performance between boys and girls were found in a longitudinal study of young school-age children. Performance, measured by objective tests administered by a psychologist, was higher in girls in all grades (Grade I to Grade V). However, tests of intelligence, perceptual maturity and conceptual ability showed no sex-linked differences — the only tests favouring the girls were those of motor ability. To explain the better academic performance of female children, personality attributes were considered (C.P.I.). Statistically significant differences were found in three personality dimensions: girls were found to be obedient and dependent, sober-minded and quiet, practical and realistic. In contrast the boys were found to be assertive and independent, excitable and happy-go-lucky, sensitive and free thinking. The significance of these findings is discussed in terms of academic achievement and also in terms of culturally-determined sex-typing of young children.

Sex differences in the estimated intelligence of school children

2002 ◽  
Vol 16 (3) ◽  
pp. 201-219 ◽  
Author(s):  
Adrian Furnham ◽  
Salima Budhani
Keyword(s):  
Sex Differences ◽  
Multiple Intelligences ◽  
School Children ◽  
Comprehensive School ◽  
Multiple Intelligence ◽  
Previous Literature ◽  
School Age Children ◽  
School Age ◽  
School Teachers ◽  
Male Superiority

This study investigated sex differences in estimated general and multiple intelligence in school children, their parents, and their teachers. There were three groups of participants: 285 (149 female, 136 male) pupils of a mixed government‐run comprehensive school, between the ages of 13 and 16 years; 93 mothers and 58 fathers of the pupils; and five female and eight male teachers. Children estimated their own and their parents' IQ, whilst the parents estimated their own and their children's IQ; the teachers estimated only the children's intelligence. The aims of this study were firstly to assess whether perceptions of male intellectual superiority were observable in school age children and school teachers, and to make direct comparisons between the children's self‐estimations and those of the parents and the teachers. Secondly, this study aimed to replicate previous literature on adult self‐estimations of overall and multiple intelligences, and to compare these to estimations by children of these adults (their parents). Fewer sex differences were observed than expected. Teachers' estimations did not follow conceptions of male superiority. The patterns of sex differences in mother and teacher estimations of children were similar to each other, as were those of fathers and children. Verbal and numerical abilities were found to be most closely related to estimations of overall IQ in all three groups. Most striking was the lack of correlation between father and daughter estimations of each other. Reasons why this study failed to replicate findings on adult samples are discussed. Copyright © 2002 John Wiley & Sons, Ltd.

scholarly journals Visuomotor Function in School-Age Children with Single-Suture Craniosynostosis

2016 ◽  
Vol 37 (6) ◽  
pp. 483-490 ◽  
Author(s):  
Erin R. Wallace ◽  
Brent R. Collett ◽  
Kathleen Kapp-Simon ◽  
Jacqueline R. Starr ◽  
Craig Birgfeld ◽  
...  
Keyword(s):  
School Age Children ◽  
School Age ◽  
Single Suture

scholarly journals Autonomic Correlates of Speech Versus Nonspeech Tasks in Children and Adults

2014 ◽  
Vol 57 (4) ◽  
pp. 1296-1307 ◽  
Author(s):  
Hayley S. Arnold ◽  
Megan K. MacPherson ◽  
Anne Smith
Keyword(s):  
Heart Rate ◽  
Sex Differences ◽  
Response Amplitude ◽  
School Age Children ◽  
Autonomic Arousal ◽  
School Age ◽  
Electrodermal Response ◽  
Motor Tasks ◽  
Oral Motor ◽  
Pulse Volume

Purpose To assess autonomic arousal associated with speech and nonspeech tasks in school-age children and young adults. Method Measures of autonomic arousal (electrodermal level, electrodermal response amplitude, blood pulse volume, and heart rate) were recorded prior to, during, and after the performance of speech and nonspeech tasks by twenty 7- to 9-year-old children and twenty 18- to 22-year-old adults. Results Across age groups, autonomic arousal was higher for speech tasks compared with nonspeech tasks, based on peak electrodermal response amplitude and blood pulse volume. Children demonstrated greater relative arousal, based on heart rate and blood pulse volume, for nonspeech oral motor tasks than adults but showed similar mean arousal levels for speech tasks as adults. Children demonstrated sex differences in autonomic arousal; specifically, autonomic arousal remained high for school-age boys but not girls in a more complex open-ended narrative task that followed a simple sentence production task. Conclusions Speech tasks elicit greater autonomic arousal than nonspeech tasks, and children demonstrate greater autonomic arousal for nonspeech oral motor tasks than adults. Sex differences in autonomic arousal associated with speech tasks in school-age children are discussed relative to speech-language differences between boys and girls.

scholarly journals Intellectual and Academic Functioning of School-Age Children With Single-Suture Craniosynostosis

PEDIATRICS ◽  
2015 ◽  
Vol 135 (3) ◽  
pp. e615-e623 ◽  
Author(s):  
M. L. Speltz ◽  
B. R. Collett ◽  
E. R. Wallace ◽  
J. R. Starr ◽  
M. M. Cradock ◽  
...  
Keyword(s):  
Academic Functioning ◽  
School Age Children ◽  
School Age ◽  
Single Suture

Comparisons of Scores on Quick Test and Stanford-Binet Form L-M, for Retarded Children

1968 ◽  
Vol 23 (2) ◽  
pp. 401-402 ◽  
Author(s):  
Robert E. Lamp ◽  
A. Barclay
Keyword(s):  
Sex Differences ◽  
Test Performance ◽  
Test Scores ◽  
Language Ability ◽  
School Age Children ◽  
Functional Language ◽  
School Age ◽  
Restricted Range ◽  
Quick Test

For a sample of 40 young educable retarded children, the correlation between QT IQs and SB-LM IQs was .61. Thus the Quick Test correlates moderately well with the Binet, even with a restricted range of test scores. The QT IQ was significantly higher than the Binet IQ but showed no significant sex differences in test performance. These findings suggest that as with the adult and adolescent retardate, the Quick Test can be useful in assessing functional language ability and screening intellectual levels of young school-age children.

Sex differences in visual evoked potentials in school-age children: What is the evidence beyond the checkerboard?

2013 ◽  
Vol 88 (2) ◽  
pp. 136-142 ◽  
Author(s):  
Laurie-Anne Dion ◽  
Gina Muckle ◽  
Célyne Bastien ◽  
Sandra W. Jacobson ◽  
Joseph L. Jacobson ◽  
...  
Keyword(s):  
Sex Differences ◽  
Evoked Potentials ◽  
Visual Evoked Potentials ◽  
School Age Children ◽  
School Age ◽  
Visual Evoked

Incidence of Shyness in Elementary-School Age Children

1982 ◽  
Vol 51 (3) ◽  
pp. 904-906 ◽  
Author(s):  
Philip J. Lazarus
Keyword(s):  
Elementary School ◽  
Sex Differences ◽  
School Age Children ◽  
School Age ◽  
Elementary School Age ◽  
Counseling Group ◽  
Elementary Aged Children ◽  
Personal Problem

In a survey of 396 elementary-aged children, 38% labeled themselves shy, 59% responded that they would rather be less shy, 46% felt that being shy was a personal problem, and 47% wanted to participate in a counseling group to ameliorate this problem Sex differences were found; approximately one-quarter of all boys (26%) and one-half of all girls (49%) applied this label to themselves. This finding differs from surveys of adults for whom no sex differences in shyness were noted.

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