A preliminary investigation of sex differences in associations between emotion regulation difficulties and higher-order cognitive abilities

2013 ◽  
Vol 55 (1) ◽  
pp. 70-75 ◽  
Author(s):  
Joseph R. Bardeen ◽  
Erin N. Stevens ◽  
Kyle W. Murdock ◽  
M. Christine Lovejoy
Keyword(s):  
Sex Differences ◽  
Emotion Regulation ◽  
Cognitive Abilities ◽  
Preliminary Investigation ◽  
Higher Order

Sex differences in latent general and broad cognitive abilities for children and youth: Evidence from higher-order MG-MACS and MIMIC models

Intelligence ◽  
2008 ◽  
Vol 36 (3) ◽  
pp. 236-260 ◽  
Author(s):  
Matthew R. Reynolds ◽  
Timothy Z. Keith ◽  
Kristen P. Ridley ◽  
Puja G. Patel
Keyword(s):  
Sex Differences ◽  
Cognitive Abilities ◽  
Higher Order ◽  
Children And Youth ◽  
Mimic Models

Associations Between Higher-Order Values Vary with Age, Education, and Income

2020 ◽  
Author(s):  
Maksim Rudnev
Keyword(s):  
Cognitive Abilities ◽  
Developed Countries ◽  
European Social Survey ◽  
Higher Order ◽  
Group Differences ◽  
Social Survey ◽  
Value Structures ◽  
Younger Age ◽  
The Individual ◽  
Representative Samples

A theory of basic human values relies on the similarity of value structures across countries. It has been well established that the quasi-circumplex value structure as a whole is indeed universal. However, less attention has been paid to the associations between specific values. This study investigated associations between four higher-order values across age, education, and income groups. We analyzed the data from national representative samples collected in 29 countries as part of the fourth round of the European Social Survey with a series of multilevel regressions. Younger age, higher levels of education and income coincided with higher independence of the four adjacent higher-order values, whereas among older, less educated, and less wealthy groups, values tended to merge into a single dimension of Social versus Person Focus. These differences were slightly weaker in more economically developed countries. The group differences in value associations may follow from corresponding differences in the degree of societal and individual empowerment, cognitive abilities, and socialization experiences. Accounting for the individual differences in relations between values may bring deeper understanding and higher predictive power to the studies of links between values and various behaviors or attitudes. , value structure, value interactions, European Social Survey

Sex Differences in Variability in Vocational Interests: Evidence from Two Large Samples

2015 ◽  
Vol 29 (5) ◽  
pp. 568-578 ◽  
Author(s):  
Katja Paessler
Keyword(s):  
Sex Differences ◽  
Cognitive Abilities ◽  
Vocational Interests ◽  
Gender Disparities ◽  
Academic Disciplines ◽  
Personality Psychology ◽  
Large Samples ◽  
Specific Analysis ◽  
Social Interests ◽  
Physical Attributes

Greater male variability has been established in cognitive abilities and physical attributes. This study investigated sex differences in variability in vocational interests with two large samples (N > 40 000 and N > 70 000). The results show that although men varied more in Realistic and Enterprising interests, women varied more in Artistic and Conventional interests. These differences in variability had considerable influence on the female–male tail ratios in vocational interests that have been found to contribute to reported gender disparities in certain fields of work and academic disciplines. Moreover, differences in means and variability interacted non–linearly in shaping tail–ratio imbalances. An age–specific analysis additionally revealed that differences in variability diminished with age: Older samples showed smaller differences in variance in Realistic, Artistic, and Social interests than younger samples. Thus, I found no evidence that greater male variability applies for vocational interests in general. Copyright © 2015 European Association of Personality Psychology

A Role for the X Chromosome in Sex Differences in Variability in General Intelligence?

2009 ◽  
Vol 4 (6) ◽  
pp. 598-611 ◽  
Author(s):  
Wendy Johnson ◽  
Andrew Carothers ◽  
Ian J. Deary
Keyword(s):  
Sex Differences ◽  
Mental Retardation ◽  
X Chromosome ◽  
Cognitive Abilities ◽  
Population Distribution ◽  
Population Variation ◽  
General Intelligence ◽  
Substantial Evidence ◽  
Normal Distributions ◽  
Intellectual Abilities

There is substantial evidence that males are more variable than females in general intelligence. In recent years, researchers have presented this as a reason that, although there is little, if any, mean sex difference in general intelligence, males tend to be overrepresented at both ends of its overall distribution. Part of the explanation could be the presence of genes on the X chromosome related both to syndromal disorders involving mental retardation and to population variation in general intelligence occurring normally. Genes on the X chromosome appear overrepresented among genes with known involvement in mental retardation, which is consistent with a model we developed of the population distribution of general intelligence as a mixture of two normal distributions. Using this model, we explored the expected ratios of males to females at various points in the distribution and estimated the proportion of variance in general intelligence potentially due to genes on the X chromosome. These estimates provide clues to the extent to which biologically based sex differences could be manifested in the environment as sex differences in displayed intellectual abilities. We discuss these observations in the context of sex differences in specific cognitive abilities and evolutionary theories of sexual selection.

scholarly journals Sex Differences in Cognitive Abilities Among Children With the Autosomal Dominant Alzheimer Disease Presenilin 1 E280A Variant From a Colombian Cohort

2021 ◽  
Vol 4 (8) ◽  
pp. e2121697
Author(s):  
Joshua T. Fox-Fuller ◽  
Arabiye Artola ◽  
Kewei Chen ◽  
Margaret Pulsifer ◽  
Dora Ramirez ◽  
...  
Keyword(s):  
Sex Differences ◽  
Alzheimer Disease ◽  
Cognitive Abilities ◽  
Autosomal Dominant ◽  
Presenilin 1

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

Sex differences in the right tail of cognitive abilities: A 30year examination

Intelligence ◽  
2010 ◽  
Vol 38 (4) ◽  
pp. 412-423 ◽  
Author(s):  
Jonathan Wai ◽  
Megan Cacchio ◽  
Martha Putallaz ◽  
Matthew C. Makel
Keyword(s):  
Sex Differences ◽  
Cognitive Abilities ◽  
The Right

Developmental Analysis of Sex Differences in Class Rank of Primary-Grade Children

1987 ◽  
Vol 60 (1) ◽  
pp. 155-158 ◽  
Author(s):  
Ezra K. Arap-Maritim
Keyword(s):  
Sex Differences ◽  
Cognitive Abilities ◽  
Primary Grade ◽  
Differential Growth ◽  
Class Rank ◽  
Developmental Analysis

The study explored sex differences in class rank. 2,300 children, a total of 1,301 boys and 999 girls in Grades 1, 2, 3, 4, 5, 6, 7, and 8 served as subjects ( N = 2,300). (a) More girls than boys were in the first top five class positions in Grades 1, 2, and 3. (b) No sex differences were found for Grades 4 and 5, and (c) more boys than girls were in the top five positions in Grades 6, 7, and 8. Is this a developmental phenomenon related to the differential growth of language and cognitive abilities?

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