scholarly journals Sex Similarities and Differences in Intelligence in Children Aged Two to Eight: Analysis of SON-R 2–8 Scores

2019 ◽  
Vol 7 (2) ◽  
pp. 11 ◽  
Author(s):  
Dorota Buczyłowska ◽  
Pola Ronniger ◽  
Jessica Melzer ◽  
Franz Petermann
Keyword(s):  
Early Childhood ◽  
Sex Differences ◽  
The Netherlands ◽  
Cognitive Abilities ◽  
Representative Sample ◽  
Intelligence Test ◽  
Visuospatial Cognition ◽  
Iq Scores ◽  
Similarities And Differences ◽  
Development Levels

The aim of this study was to investigate sex similarities and differences in visuospatial and fluid abilities and IQ scores based on those abilities in children aged two to eight. Standardization data from the Snijders-Oomen Nonverbal Intelligence Test for Children aged 2–8 (SON-R 2–8) were used. A representative sample composed of 965 children from the Netherlands and 762 children from Germany was examined. Small but significant mean sex differences favoring girls were observed until age four. At ages six and seven, boys achieved similar cognitive development levels to girls regarding all abilities assessed and outperformed girls on the Mosaics subtest measuring visuospatial cognition. Boys also displayed higher variability rates in performance. The distribution of IQ scores, with the overrepresentation of girls scoring above mean and the overrepresentation of boys scoring below mean in early childhood, altered with age towards parity between the sexes. The results suggest that girls tend to mature earlier with respect to cognitive abilities. During the course of development, however, the differences between girls and boys may become negligible.

scholarly journals Features of sexual dimorphism in cognitive abilities and structures of interests in teenagers with high level of intelligence

2015 ◽  
Vol 7 (1) ◽  
pp. 111-121 ◽  
Author(s):  
E.B. Saulina
Keyword(s):  
Sexual Dimorphism ◽  
Cognitive Abilities ◽  
Intelligence Test ◽  
Intellectual Performance ◽  
Mathematical Abilities ◽  
Intellectual Abilities ◽  
Iq Scores ◽  
Mathematical Processing ◽  
High Level ◽  
Gifted Adolescents

We present the results of the study of age dynamics factors of the intellectual abilities of cognitively gifted adolescents, namely manifestations of sexual dimorphism in their intellectual sphere and interests. We described an empirical testing of the hypothesis of the specifics of sexual dimorphism of intellectual abilities of adolescents with a high IQ. The study involved 249 adolescents (St. Petersburg), aged 14-17 years, including 132 adolescent high IQ - 81 girl and 51 boy, 117 adolescents with an average IQ - 66 girls and 51 boy. Intellectual performance (11 faculties - spatial, verbal, math, memory) are measured by the Universal intelligence test, the interests – with a biographical questionnaire. Mathematical processing of data was performed using SPSS Statistics 20. The study showed sexual dimorphism abilities manifested in adolescents with high IQ: girls outperform boys in verbal (p = 0.001), spatial (p = 0.05), mnemonic abilities (p = 0.001) and in general, IQ (r = 0.05); boys outperform girls in mathematical abilities (p = 0.001). No differences were found in adolescents with average IQ. Differences in IQ scores of boys and girls with high IQ were similar to the structure of the differences in their interests. We suggested an especially "sensitive" development abilities of teenagers with a high IQ to the structure of interest.

scholarly journals Autism Spectrum Disorders: Assessment of cognitive abilities using the non-verbal SON-R 6-40

2020 ◽  
Vol 36 ◽  
Author(s):  
Tatiana Pontrelli Mecca ◽  
Renata Manuelly Feitosa de Lima ◽  
Jacob Arie Laros ◽  
Elizeu Coutinho de Macedo ◽  
Rosane Lowenthal
Keyword(s):  
Symptom Severity ◽  
Cognitive Abilities ◽  
Cognitive Assessment ◽  
Autism Spectrum ◽  
Intelligence Test ◽  
Control Group ◽  
Large Variability ◽  
Iq Scores ◽  
Spectrum Disorders ◽  
And Performance

Abstract Cognition in individuals with Autism Spectrum Disorder (ASD) shows large variability. Nonverbal tests can be more suitable for cognitive assessment in this group. We investigated cognitive abilities in ASD using the SON-R 6-40 Nonverbal Intelligence Test. A total of 37 individuals with ASD (AG) aged 6-24 years participated. Cognitive assessment of the AG was done using the SON-R 6-40 and performance compared with the standardized sample which served as the control group (CG). Results showed lower subtest scores in the AG than in the CG. Approximately 84% of the AG had intellectual disability according to IQ scores. Individuals with preserved speech in the AG had higher IQ scores than patients without preserved speech. There was no relationship between intelligence and ASD symptom severity as reported by families.

European Differences in Self-Perceived Multiple Intelligences

1999 ◽  
Vol 4 (3) ◽  
pp. 131-138 ◽  
Author(s):  
Adrian Furnham ◽  
Tim Rakow ◽  
Ivan Sarmany-Schuller ◽  
Filip De Fruyt
Keyword(s):  
Sex Differences ◽  
Multiple Intelligences ◽  
Factor Structure ◽  
Factor Analyses ◽  
Verbal Iq ◽  
Sex Effects ◽  
Iq Scores ◽  
Culture Differences ◽  
Three Factor

In this study, 140 Belgian, 227 British, and 177 Slovakian students estimated their own multiple IQ scores as well as that of their parents (mother and father) and siblings (first and second brother and sister). Various factor analyses yielded a clear three-factor structure replicating previous studies. A sex × culture ANOVA on self-ratings of three factors that underline the seven intelligences (verbal, numerical, cultural) showed culture and sex effects as well as interactions. As predicted, males rated their own overall IQ, though not that of their parents or siblings, higher than females did. Males also rated their numerical IQ, but not their verbal or cultural IQ, higher than females did. There were few culture differences but many interactions, nearly all caused by Slovakian females, who rated aspects of their own and their fathers' IQ higher than Slovakian males, while the pattern for the Belgians was precisely the opposite. Participants believed their verbal IQ was higher than their numerical IQ and their cultural IQ. Males believed their verbal and numerical IQ score to be fairly similar, though much higher than their cultural IQ, while females believed their verbal IQ the highest, followed by numerical and cultural IQ. Females also believed they were more intelligent than both parents. Overall results showed consistency in the sex differences in ratings across cultures but differences in level of estimated IQ possibly as a result of cultural demands for modesty.

Psychiatric Disorders in a Representative Sample of Incarcerated Boys in The Netherlands

2004 ◽  
Vol 43 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Coby Vreugdenhil ◽  
Theo A.H. Doreleijers ◽  
Robert Vermeiren ◽  
Luuk F.J.M. Wouters ◽  
Wim Van Den Brink
Keyword(s):  
The Netherlands ◽  
Psychiatric Disorders ◽  
Representative Sample

IQ Constancy in Disadvantaged Negro Children

1971 ◽  
Vol 29 (1) ◽  
pp. 319-326 ◽  
Author(s):  
Norman A. Milgram
Keyword(s):  
Sex Differences ◽  
Multiple Regression ◽  
Test Performance ◽  
Test Taking ◽  
Comparison Test ◽  
Initial Comparison ◽  
Age Trends ◽  
Iq Scores ◽  
Formal Test

A longitudinal followup of 59 disadvantaged Negro children from age 3 to 8 indicated that: (1) their mean Binet IQ was relatively stable, while their Peabody IQ rose appreciably; (2) the magnitude of the correlation between earlier and later IQ scores was a function of the interval between test-retest and the age of the child on the initial comparison test; (3) ratings on test-taking behavior yielded significant sex differences and age trends; (4) ratings specific to formal test performance were significantly correlated with IQ scores of tests taken concurrent to the ratings and of tests taken one or more years later; (5) these ratings did not, however, enhance in multiple regression the correlation which obtained for predictor and criterion IQ scores alone. Findings were discussed in relation to other studies.

Associations between behaviour problems and verbal and nonverbal cognitive abilities and disabilities in early childhood

2002 ◽  
Vol 43 (5) ◽  
pp. 619-633 ◽  
Author(s):  
Robert Plomin ◽  
Thomas S. Price ◽  
Thalia C. Eley ◽  
Philip S. Dale ◽  
Jim Stevenson
Keyword(s):  
Early Childhood ◽  
Cognitive Abilities ◽  
Behaviour Problems

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

scholarly journals Nordic Comparative Analysis of Guidelines for Quality and Content in Early Childhood Education

2014 ◽  
Vol 8 ◽  
Author(s):  
Ann-Christine Vallberg Roth
Keyword(s):  
Early Childhood ◽  
Comparative Analysis ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Curriculum Studies ◽  
Construction Quality ◽  
Childhood Education ◽  
Study Results ◽  
Similarities And Differences ◽  
Comparative Nature

The article is based on a project intended to further develop understanding of similarities and differences in Nordic binding guidelines and non-binding guidance for content and quality in early childhood education. The study is of a descriptive and comparative nature and the process is based on a research tradition connected to curriculum studies. Both variation and standardisation emerge in the comparative analysis with regard to content construction. Quality is expressed and may be interpreted as operationalised as both structure and process. In relation to the study results, quality may be interpreted as primarily oriented towards institutions, activities and secondarily towards individuals. Quality is consistently related to learning (lifelong learning) and is more linear and oriented towards goal-rationality than non-linear.

Australian University Approaches to Indigenous Policy

2008 ◽  
Vol 37 (S1) ◽  
pp. 103-108 ◽  
Author(s):  
Andrew Gunstone
Keyword(s):  
Student Success ◽  
Indigenous Peoples ◽  
Representative Sample ◽  
Student Support ◽  
Educational Needs ◽  
Research Culture ◽  
Indigenous Policy ◽  
Key Issues ◽  
Similarities And Differences ◽  
Australian Universities

Abstract In this paper, I discuss several key issues – governance, employment, research, culture, anti-racism policies, curriculum, student support and student success – that are critically important in enabling universities to meet the educational needs of Indigenous peoples. I also analyse a representative sample of Australian universities and argue that Australian universities have generally failed to adequately address these key issues. Further, I compare this study to a similar study that I conducted in 2000 and analyse any similarities and differences between the two studies.

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