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1.
Virginia Clinton Ben Seipel Paul van den Broek Kristen L. McMaster Panayiota Kendeou Sarah E. Carlson David N. Rapp 《Journal of Research in Reading》2014,37(4):356-374
The purpose of this study was to determine if there are gender differences among elementary school‐aged students in regard to the inferences they generate during reading. Fourth‐grade students (130 females; 126 males) completed think‐aloud tasks while reading one practice and one experimental narrative text. Females generated a larger number and a greater proportion of reinstatement inferences than did males (Cohen's d = .34, p = .01; Cohen's d = .26, p = .04, respectively). In contrast, there was no evidence for gender differences in other types of think‐aloud responses. These findings suggest that males and females differ in their use of cognitive processes that underlie reading comprehension, particularly with respect to the likelihood of retrieval of information from episodic memory. 相似文献
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This paper reports an investigation of cognitive style, gender, attitude toward using computer‐assisted learning (CAL) and academic achievement among university students. A Group Embedded Figures Test was used to assess students’ cognitive style and a questionnaire was used for the evaluation of students’ attitude toward CAL. The results revealed that students have positive attitudes toward CAL but they were not prepared to rely entirely on CAL. A 2 x 2 ANOVA was used to investigate the effect of cognitive style and gender on the attitude toward CAL. The results revealed that male students preferred using CAL significantly more than females and field dependent students were more prepared to rely entirely on CAL than field independent students. On the other hand, there was a significant difference between males and females in their achievement scores in favour of the male group. But there was no difference between field dependence and field independence groups in their achievement. The results also revealed no significant relationship between students’ attitudes toward CAL and their achievement in these courses. 相似文献
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David W Chan Connie Suk‐han Ho Suk‐man Tsang Suk‐han Lee Kevin K. H. Chung 《Educational studies》2007,33(2):249-265
Based on the data of the normative study of the Hong Kong test of specific learning difficulties in reading and writing, and the Test of visual‐perceptual skills (non‐motor)—Revised, 99 children aged between 6 and 10½ years were identified as children with dyslexia out of the normative sample of 690 children. By excluding 12 children known to score below average in IQ, 87 children, including 20 children not tested for IQ, could be regarded as children with dyslexia, yielding a prevalence rate of 12.6% and a boy:girl gender ratio of 1.6 to 1. The figures would become 9.7% and 2.0 to 1 if the 20 children were omitted from computation. However, gender imbalance could not be readily explained by gender differences in reading‐related cognitive abilities, as there were only minor and subtle differences. Regression analyses to evaluate the relative contribution of different cognitive abilities to reading and writing suggested that orthographic knowledge and naming speed were most important among children with dyslexia. Implications of the findings and the need for early intervention are discussed. 相似文献
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This study examined the relationship of selected cognitive and affective variables to mathematics achievement for a random sample of 60 students as they progressed through 6th, 8th,10th and 12th grades. A consistent gender difference was found for stereotyping mathematics as a male domain. No consistent significant gender difference between means was found for spatial skills, verbal skill or mathematics achievement. Confidence, verbal skill and spatial visualization were each consistently positively correlated with mathematics achievement for both males and females. No gender difference was found for these correlations. However, spatial skills alone were found to be consistent significant predictors of mathematics achievement for females each year of the study, but not for males. Verbal skill was a consistent significant predictor of mathematics achievement for males, but not for females. The results of this study could lead to a reevaluation of the hypothesis that spatial skills help boys achieve in mathematics. 相似文献
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李艳红 《鞍山师范学院学报》2007,9(1):74-77
语言的性别差异是很多语言学家的研究方向.语言与性别研究的目的是通过对两性语言现象的剖析,总结两性在不同语境下语体的差异及其背后的文化内涵.语言性别差异不仅表现在现实生活中,在网络语境下也有所表现.语言性别的研究理论基础可分为:女性卑微观、男性支配观、文化差异观和社会建构观. 相似文献
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《Learning and individual differences》1999,11(2):153-171
We investigated whether there were gender differences in associations between males' and females' mastery and extrinsic goal orientations and measures of self-regulated learning (self-efficacy, cognitive, and regulatory strategies) and performance. Survey data from 445 seventh- and eighth-grade students at both the beginning and end of the year indicated that males were more extrinsically oriented than females, whereas females reported greater use of cognitive strategies than males. Regression analyses indicated that for males an extrinsic goal orientation at the beginning of the year was related to decreased self-efficacy, less use of regulatory and cognitive strategies, and decreased performance at the end of the year. Females' extrinsic orientation did not affect any of those outcomes. Females' mastery orientation at the beginning of the year predicted increased self-efficacy, and increased use of regulatory and cognitive strategies at the end of the year. There were no positive effects over time for males holding a mastery orientation. 相似文献
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In order to compare the pattern of gender differences for cognitive measures in opposite-sex twin pairs to that in independent
samples of twins from same-sex pairs, psychometric test data were obtained from four research-identified samples of children:
(1) 96 pairs of opposite-sex fraternal twins in which at least one member of each pair is reading disabled; (2) 62 pairs of
opposite-sex fraternal twins with no history of reading problems; (3) 167 males and 155 females from same-sex identical and
same-sex fraternal twin pairs in which at least one member of each pair is reading disabled; and (4) a comparison sample of
126 males and 132 females from same-sex twin pairs with no history of reading problems. Results of multivariate analyses indicate
that gender differences for cognitive measures are similar in twin pairs with and without reading disabilities. Moreover,
a highly similar pattern of gender differences occurs for opposite-sex twin pairs who shared both prenatal and early postnatal
influences and for independent samples of children from different families. 相似文献
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The purpose of this study was to investigate the relationships among gender, age, and intellectual development. Random samples of 70 females and 70 males were selected with each sex group equally divided into a low-age and a high-age group. The low-age group ranged in age from 16.25 years to 16.75 years and the high-age group from 16.76 years to 17.25 years. The Piaget tasks selected to measure cognitive development were: Conservation of Volume, Separation of Variables, and Equilibrium in the Balance and Combination of Colorless Chemical Liquids. Data from this research produced these findings: (1) males demonstrate a higher level of intellectual development than females, (2) males mature intellectually earlier than females, (3) the value of the conservation of volume task as a component of a battery of formal tasks depends upon whether the decisions are to be made on the basis of the total-task results or on individual task performance, and (4) there appear to be factors other than age and gender that are related to the development of formal operational reasoning. These investigators hypothesize that experiences is another important factor. 相似文献
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Gender differences were assessed in three research-identified samples of children who were members of twin pairs: (1) 120
male and 124 female probands from same-sex identical and fraternal twin pairs in which at least one member of each pair is
reading disabled; (2) a comparison sample of 148 males and 161 females from same-sex twin pairs with no history of reading
problems; and (3) 34 pairs of opposite-sex fraternal twin pairs in which at least one member of each pair is reading disabled.
Results of multivariate analyses of variance of psychometric test data from the two samples of same-sex twin pairs, in which
the male and female subjects were reared in different homes, suggest that profiles of gender differences are similar in reading-disabled
and control children. Moreover, this pattern of gender differences also tended to occur in opposite-sex twin pairs, who shared
prenatal, as well as early postnatal, environmental influences. In general, reading-disabled males obtained higher average
scores than affected females on Wechsler (1974, 1981) Verbal and Performance IQ, but lower scores on Reading Recognition and
Spelling subtests of the Peabody Individual Achievement Test (Dunn and Markwardt 1970). With regard to the Wechsler subtests,
reading-disabled males achieved higher average scores on Information, Picture Completion, Block Design, and Object Assembly,
but lower scores on Coding. Although significant and relatively consistent gender differences in cognitive measures were found
in three samples included in this study, these differences account for only a small portion of the observed variance.
This work was supported in part by a program project grant from NICHD (HD-11681), and the report was prepared while J.J. Gillis
was supported by NICHD training grant HD-07289. 相似文献
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Florence Darnis-Paraboschi Lucile Lafont André Menaut 《European Journal of Psychology of Education - EJPE》2005,20(2):171-184
The purpose of this study was to analyze the role of dyadic verbal peer interactions in a team sport such as handball. Participants,
20 boys and 20 girls aged between 11 and 12, were assigned to two learning condition groups. The task was an instructional
setting in team handball (2 attackers against 1 defender in each half court). The experimental group with verbal exchanges
was expected to obtain higher performances in the post-tests than those who had not interacted verbally between playing sequences.
The secondary objective was to investigate whether dyadic gender had an effect on tactical choice and cognitive skills in
playing games. The experiment demonstrated the superiority of the dyadic verbal interaction group over the non-interactive
group as regards tactical choices and action projects. It also showed gender differences since males performed better females
with regard to action efficiency. The results are discussed within the theoretical framework of the social psychology of acquisition
and development and within that of teaching for understanding. In conclusion, the socio-constructivist approach would seem
to be pertinent in team sport decision-making tasks. 相似文献
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The Effects of Gender Interaction Patterns on Student Participation in Computer-Supported Collaborative Argumentation 总被引：2，自引：0，他引：2
Allan Jeong Gayle V. Davidson-Shivers 《Educational technology research and development : ETR & D》2006,54(6):543-568
In this study we examined response patterns in exchanges between males and females and their effects on gender participation
in five online debates. Students classified messages into arguments, evidence, critiques, and elaborations while posting messages
to the debates to facilitate argumentation and the sequential analysis of message-response sequences. The findings revealed
no differences in number of critiques posted in response to arguments because females were just as likely as males to critique
messages from both males and females, and because females responded to males with critiques at a higher than expected frequency.
Posthoc analysis revealed strong indications that females posted fewer rebuttals to the critiques of females than males, and
males posted more rebuttals to the critiques of females than females. The methods used in this study illustrate a process-oriented
approach to explain and predict gender differences in participation and serve as a framework for future research on gender
participation, group interaction, and strategies for facilitating collaborative argumentation and problem solving. 相似文献
13.
Marsha Ing 《International Journal of Science and Mathematics Education》2014,12(5):1221-1239
The lack of females entering STEM careers is well documented. Reasons for the gender gaps at all stages of the educational pipeline include both internal factors such as self-concept and external factors such as the influence of parents, media, and educators. Using latent growth curve analysis and nationally representative longitudinal survey data, this study compares differences in the relationship between a critical external factor (perceived early parental support), student mathematics and science achievement trajectories, and persistence in STEM career by gender. Mathematics and science trajectories were positively related to STEM career persistence for males and females. Perceived early parental support was related to growth in mathematics achievement for males but not females. There was no relationship between early perceived parental support and growth in science achievement for either males or females. These findings indicate differences in the relationship between parental support, achievement, and career persistence depending on content area and gender. 相似文献
14.
A Longitudinal Analysis of Gender Differences in Affective Outcomes in Mathematics During Middle and High School 总被引：2，自引：0，他引：2
This study examined gender differences in the rate of change in mathematics affect (attitude and anxiety toward mathematics and utility of mathematics) across middle and high school, using data from the Longitudinal Study of American Youth. Hierarchical linear models indicated no gender differences in the rate of decline in either attitude or utility, but females grew faster in anxiety than males. Schools were more responsible for variation in the male than female rate of change in mathematics affect. Student and school variables influenced the rate of change in mathematics affect in a quite different way between males and females. 相似文献
15.
这项研究考察了学生在参与计算机辅助合作讨论中,思想开放和性别对批判性教学的影响。研究发现：1）思想开放的学生在讨论问题时在提出的反驳次数上会有明显差异;2）性别不同的学生在提出反驳的次数上有显著差异;3）思想开放程度不同的男生之间,提出反驳的次数有显著差异;而在女生中则没有这种差异。4）思想开放程度不同的学生在面对挑战时作出的反应是一样的。这些发现表明了思想开放程度与性别之间是如何相互作用的、计算机辅助合作讨论中开放是如何影响学生的表现的,以及应对策略如何能用来分析和建构批判思维讨论的。 相似文献
16.
Males are often found to outperform females in tests of mathematics achievement and it has been proposed that this may in part be explained by differences in cognitive style. This study investigated the relation between Wholistic-Analytic and Verbal-Imagery cognitive style, gender and mathematics achievement in a sample of 190 Australian primary school students aged between 8–11?years (M?=?9.77, SD?=?1.05). It was hypothesised that males would outperform females in mathematics achievement tests, and that gender would interact with cognitive style on mathematics performance. A significant gender/cognitive style interaction was found. Boys with an Analytic/Imagery style achieved significantly higher results than the girls with an Analytic/Imagery style, supporting the contention that certain cognitive styles affect boys and girls mathematics performance differently. Implications of results and strategies for improving mathematics achievement among girls are discussed. 相似文献
17.
Cross-cultural studies can shed new light on theories of gender differences in cognition. In the present study, Chinese students were given items from the math subtest of the Scholastic Aptitude Test (SAT) that have been found to produce the largest gender differences in American students. The authors describe how four different explanations of gender differences make different predictions regarding the possible size of the gender difference in Chinese students. Consistent with the Differential Coursework view but contrary to the predictions of several other views, the results revealed no difference in performance on the SAT items between Chinese males and females. 相似文献
18.
王芳 《沙洋师范高等专科学校学报》2007,8(1):78-80
本文根据Leech所提出的礼貌原则对男女两性言语交际行为进行了分析,旨在提高人们对性别言语差异的认识,使两性能得体地进行交际。 相似文献
19.
Variations on an Expectancy-Value Model of Motivation in Science 总被引：1，自引：0，他引：1
Relationships among motivational variables from goal theory and expectancy-value theory were investigated in this correlational study of high school students. Self-report surveys of motivation in science were collected during biology classes from 69 males and 80 females. Outcome measures were effort, persistence, and achievement. Gender differences were noted in the pattern of zero-order correlations. Internal motivation variables were related to achievement in males but not females. Regression analyses indicated that the motivation variables explained large proportions of variance in the outcomes. However, the contribution of individual variables differed by gender. Most notable was perceived ability, which contributed significantly to predicting outcome measures for females but not males. Findings suggest that interventions may need to focus on different motivational aspects depending on gender. Copyright 1999 Academic Press. 相似文献
20.
The purpose of this study is to describe an online community-based English extensive reading contest to investigate whether the participants’ intrinsic, extrinsic, and interpersonal motivations and learning results show significant gender differences. A total of 501 valid questionnaires (285 females and 216 males) from Taiwanese high school students and 15 interviewees from the students receiving awards were the subjects in this study. The findings show that females had a stronger participative intrinsic motivation, while males displayed a higher participative interpersonal motivation. Furthermore, female average scores were higher than the male ones on the comprehension tests. Even though the final results of the total scores for females were still higher than those of males, male scores for the interactivity tests were on average higher than those of females. The phenomena and implications behind the participative motivations are specifically discussed and explained. 相似文献