Does Sharing the Same Class in School Improve Cognitive Abilities of Twins?

2007 ◽  
Vol 10 (4) ◽  
pp. 573-580 ◽  
Author(s):  
Dinand Webbink ◽  
David Hay ◽  
Peter M. Visscher
Keyword(s):  
Cognitive Abilities ◽  
School Environment ◽  
Test Scores ◽  
Same Sex ◽  
Language Performance ◽  
School Based ◽  
Opposite Sex ◽  
The Difference ◽  
Unobserved Effects ◽  
Class Assignment

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.

2. The Formation and Recognition of Adult Relationships:

2016 ◽  
Author(s):  
Ruth Gaffney-Rhys
Keyword(s):  
Human Rights ◽  
European Convention ◽  
Same Sex ◽  
Forced Marriage ◽  
Same Sex Marriage ◽  
Adult Relationships ◽  
Questions And Answers ◽  
Opposite Sex ◽  
The Difference ◽  
The Right

The Concentrate Questions and Answers series offers the best preparation for tackling exam and assignment questions. Each book includes key debates, typical questions, diagram answer plans, suggested answers, author commentary and tips to gain extra marks. This chapter considers the formation and recognition of adult relationships i.e. marriage, same-sex marriage, civil partnerships and cohabitation. The questions included in this chapter cover: the right to marry contained in article 12 of the European Convention on Human Rights; forced marriage; the difference between opposite-sex marriage, same-sex marriage and civil partnerships and the difference between marriage and cohabitation.

scholarly journals The Gender Difference in Association between Home-Based Environment and Different Physical Behaviors of Chinese Adolescents

2020 ◽  
Vol 17 (21) ◽  
pp. 8120
Author(s):  
Xiao Hou ◽  
Jing-Min Liu ◽  
Zheng-Yan Tang ◽  
Bing Ruan ◽  
Xu-Yao Cao
Keyword(s):  
Physical Activity ◽  
Gender Difference ◽  
Physical Environment ◽  
Role Modeling ◽  
Same Sex ◽  
Environmental Characteristics ◽  
Home Based ◽  
Opposite Sex ◽  
The Difference ◽  
Parent Child

Purpose: The aim of this study was to evaluate the home-based physical activity (PA) environmental characteristics, and different types of physical behavior level of adolescents in different genders, and explore the impact of different domains of home-based PA environmental factors on different physical behaviors of adolescents in different genders. Methods: Five hundred forty-four adolescents aged from 12 to 18 years old (males: n = 358, females: n = 186) and their parents were analyzed in this cross-sectional survey. The volume of various physical behaviors of all adolescent subjects were measured by the ActiGraph wGT3X-BT accelerometer, and the level in different domains of home-based environmental characteristics were assessed by the Gattshall’s home-based PA environment questionnaire, which was answered by adolescents’ parents. The difference in the volume of different physical behaviors was examined using Kruskal–Wallis analysis. The difference in home physical environment and home social environment for adolescents was examined using one-way analysis of variance (ANOVA). Multiple linear regression analysis in the adjusted model was used to evaluate the influence of different home-based PA environmental domains (PA availability, PA accessibility, Parental role-modeling of PA, and Parental policies around PA) on different physical behaviors (sedentary behavior, SB; light-intensity physical activity, LPA; and moderate-vigorous physical activity, MVPA) of adolescents (boys and girls). Results: The volume of LPA and MVPA, the score of PA accessibility in the home physical environment, and the score of home social environment of boys are significantly higher than those of girls, while the SB volume of boys is significantly lower than that of girls. The PA availability, the parents’ role-modeling of PA in same-sex parent–child dyads, and the parents’ policies around PA in opposite-sex parent–child dyads are significantly associated with adolescents’ decreased SB and increased LPA and MVPA. Conclusion: There is significant gender difference in adolescents’ physical behaviors and home-based environmental characteristics, as well as in the association between adolescents’ physical behaviors and their home-based environment. The PA availability, the parents’ role-modeling of PA in same-sex parent–child dyads, and the parents’ policies around PA in opposite-sex parent–child dyads can significantly promote adolescents’ healthy physical behaviors.

Genetic Etiology of Reading Difficulties in Boys and Girls

2005 ◽  
Vol 8 (6) ◽  
pp. 594-601 ◽  
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.

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

1996 ◽  
Vol 46 (1) ◽  
pp. 241-257
Author(s):  
Valerie S. Knopik ◽  
John C. DeFries ◽  
Maricela Alarcón
Keyword(s):  
Gender Differences ◽  
Cognitive Abilities ◽  
Same Sex ◽  
Opposite Sex

2. The Formation and Recognition of Adult Relationships: Marriage, Civil Partnerships, and Cohabitation

2018 ◽  
Author(s):  
Ruth Gaffney-Rhys
Keyword(s):  
Human Rights ◽  
European Convention ◽  
Same Sex ◽  
Forced Marriage ◽  
Same Sex Marriage ◽  
Adult Relationships ◽  
Questions And Answers ◽  
Opposite Sex ◽  
The Difference ◽  
The Right

The Concentrate Questions and Answers series offers the best preparation for tackling exam and assignment questions. Each book includes key debates, typical questions, diagram answer plans, suggested answers, author commentary, and tips to gain extra marks. This chapter considers the formation and recognition of adult relationships i.e. marriage, same-sex marriage, civil partnerships, and cohabitation. The questions included in this chapter cover: the right to marry contained in article 12 of the European Convention on Human Rights; forced marriage; the difference between opposite-sex marriage, same-sex marriage, and civil partnerships, and the difference between marriage and cohabitation.

scholarly journals Risk of Sex-Specific Cancers in Opposite-Sex and Same-Sex Twins in Denmark and Sweden

2015 ◽  
Vol 24 (10) ◽  
pp. 1622-1628 ◽  
Author(s):  
Linda J. Ahrenfeldt ◽  
Axel Skytthe ◽  
Sören Möller ◽  
Kamila Czene ◽  
Hans-Olov Adami ◽  
...  
Keyword(s):  
Same Sex ◽  
Opposite Sex

School-Based Education Programs for Preparing Children for Natural Hazards: A Systematic Review

2021 ◽  
pp. 1-13
Author(s):  
Hamed Seddighi ◽  
Homeira Sajjadi ◽  
Sepideh Yousefzadeh ◽  
Mónica López López ◽  
Meroe Vameghi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Natural Hazards ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
English Language ◽  
Education Programs ◽  
School Based ◽  
Disaster Education ◽  
The Difference ◽  
And Gender

Abstract Schools have a significant role in disaster education to children. This study investigates the research works about school-based education programs in order to discover challenges and best practices. We conducted a systematic review of English language papers published in peer-review journals. The search identified 2577 publications and 61 articles meeting selection criteria and included in the review. Reviewed studies indicated that disaster education in schools is effective but yet insufficient in many countries. Lack of equipment, financial resources, policy gaps, and teachers’ knowledge are common problems in programs. Main outcomes of this systematic review are showing methods used for health emergency preparedness of children of different ages and gender differences in school-based disaster preparedness, as well as the difference in their lifesaving skills in disasters. This study shows that some disaster education programs reported in the papers reviewed were not high-quality enough, which may lead to insufficient preparedness of children in disasters and consequently may put their health at risk, considering the increasing number of natural hazards.

Adults' Perceptions of Children's Independence and other Sex-Role Characteristics as a Function of Child's Gender Label

1978 ◽  
Vol 47 (3) ◽  
pp. 955-962 ◽  
Author(s):  
Nancy J. Bell ◽  
Kay Hibbs ◽  
Thomas Milholland
Keyword(s):  
College Students ◽  
Sex Role ◽  
Female College Students ◽  
Same Sex ◽  
Male And Female ◽  
Female College ◽  
Opposite Sex

Male and female college students were presented with a photograph labeled as a 5-yr.-old boy or girl and heard statements attributed to the child. They then rated the child on sex-role traits and responded to open-ended questions about the child. The primary findings involved sex of child by sex of adult interactions on ratings of independence and leadership: in both cases, same-sex children were rated higher than opposite-sex children. There was also some evidence that women having high contact with children rated the child more extremely on opposite-sex traits than did those with little contact.

Introducing a flipped classroom in a pharmacology course

2021 ◽  
Vol 30 (5) ◽  
pp. 296-300
Author(s):  
Sehrish Sajjad ◽  
Ambreen Gowani
Keyword(s):  
Nursing Students ◽  
Test Scores ◽  
Flipped Classroom ◽  
Retrospective Chart Review ◽  
Continuous Assessment ◽  
Assessment Scores ◽  
School Of Nursing ◽  
The Difference ◽  
Traditional Pedagogy ◽  
Pharmacology Knowledge

Background: Flipped classroom pedagogy has been shown to improve nursing students' academic performance. Aim: The study aimed to determine the effect of a flipped classroom approach on students' pharmacology assessment scores in a school of nursing in Karachi, Pakistan. Methods: A retrospective chart review was performed. The pharmacology test scores of the BSc nursing cohort of 2020, when flipped classroom pedagogy was used, was compared with those of the BSc nursing cohort of 2019, where traditional pedagogy was employed. Students' summative evaluation for the course and their verbal feedback were analysed. Results: The median continuous assessment test score of the 2019 cohort was 35 (interquartile range (IQR) 32–38), while that of the 2020 cohort was 38 (IQR 35–41). The difference in the score was statistically significant (P<0.001). Conclusion: The study gives an insight into a relatively novel pedagogy that was found to improve pharmacology knowledge test scores among nursing students.

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