Sex Differences in Relationships between Verbal Fluency and Personality

The impact of presentation modes on mental rotation processing: a comparative analysis of eye movements and performance

Mental rotation is the ability to rotate mental representations of objects in space. Shepard and Metzler's shape-matching tasks, frequently used to test mental rotation, involve presenting pictorial representations of 3D objects. This stimulus material has raised questions regarding the ecological validity of the test for mental rotation with actual visual 3D objects. To systematically investigate differences in mental rotation with pictorial and visual stimuli, we compared data of N = 54 university students from a virtual reality experiment. Comparing both conditions within subjects, we found higher accuracy and faster reaction times for 3D visual figures. We expected eye tracking to reveal differences in participants' stimulus processing and mental rotation strategies induced by the visual differences. We statistically compared fixations (locations), saccades (directions), pupil changes, and head movements. Supplementary Shapley values of a Gradient Boosting Decision Tree algorithm were analyzed, which correctly classified the two conditions using eye and head movements. The results indicated that with visual 3D figures, the encoding of spatial information was less demanding, and participants may have used egocentric transformations and perspective changes. Moreover, participants showed eye movements associated with more holistic processing for visual 3D figures and more piecemeal processing for pictorial 2D figures.

Sex/Gender Differences in Verbal Fluency and Verbal-Episodic Memory: A Meta-Analysis

Women are thought to fare better in verbal abilities, especially in verbal-fluency and verbal-memory tasks. However, the last meta-analysis on sex/gender differences in verbal fluency dates from 1988. Although verbal memory has only recently been investigated meta-analytically, a comprehensive meta-analysis is lacking that focuses on verbal memory as it is typically assessed, for example, in neuropsychological settings. On the basis of 496 effect sizes and 355,173 participants, in the current meta-analysis, we found that women/girls outperformed men/boys in phonemic fluency (ds = 0.12-0.13) but not in semantic fluency (ds = 0.01-0.02), for which the sex/gender difference appeared to be category-dependent. Women/girls also outperformed men/boys in recall (d = 0.28) and recognition (ds = 0.12-0.17). Although effect sizes are small, the female advantage was relatively stable over the past 50 years and across lifetime. Published articles reported stronger female advantages than unpublished studies, and first authors reported better performance for members of their own sex/gender. We conclude that a small female advantage in phonemic fluency, recall, and recognition exists and is partly subject to publication bias. Considerable variance suggests further contributing factors, such as participants' language and country/region.

Fluency in L2: Read and Spontaneous Speech Pausing Patterns of Turkish, Swahili, Hausa and Arabic Speakers of English

Language learners' actual speech performances constitute an essential aspect of studies on second language learning and teaching. Although there is ample research on fluency and pauses in English, current literature does not touch on this issue from a multilingual perspective by comparing both read and spontaneous speech performances. In this descriptive study, the researchers investigated pausing patterns with 40 Turkish, Swahili, Hausa, and Arabic speakers of English. For the read speech fragments' elicitation, the participants read out a short story, and for spontaneous speech, the data was gathered through structured interviews. In total, 4007 pauses were measured through Praat, and the findings obtained from the data were analyzed using multiple regression and several multivariate analyses of variance. The findings revealed crucial insights into the nature of fluency research in terms of (a) speech registers, (b) positions, (c) conjunctions, and (d) mother tongues.

Sex and gender difference in cognitive and behavioral studies in developmental age: An introduction

This paper introduces a special issue focused on sex and gender (s/g) cognitive/behavioral differences at developmental ages providing an overview of this multifaceted and debated topic. It will provide a description of the biological systems that are strongly interconnected to generate s/g differences, that is, genetic determinants, sex hormones, differences in brain structure, organization, and/or function, inherited or modifiable under environmental pressures. Developmental studies are rare. Some addressed whether s/g differences in cognitive/behavioral characteristics are evident early in life and are consistent throughout development, entailing that s/g differences can follow the evolving steps in girls and boys in different domains. The data are far from being homogeneous and consistent about s/g difference in language, social skills, and visuo/spatial abilities. The differences are small, often with overlapping performances, similar to what is seen in adulthood. Given that several variables and the interactions between them are implicated, further longitudinal studies adopting adequate assessment tools, very large size multicultural samples stratified in different, well-sized and precise age groups, considering biological and sociocultural variables, are needed. Due to the complexity of the issue, there is still the need to support and adopt an s/g difference approach also in cognitive and behavioral studies at developmental ages. Finally, these studies have not only scientific importance and relevant cultural, anthropological, and social implications, but are also useful for pedagogical programming as well as for the study of the different susceptibility to develop CNS diseases and consequently to promote different therapies and treatments.

The Effect of Sociodemographics, Physical Function, and Mood on Dementia Screening in a Multicultural Cohort

PURPOSE

To assess age, sex, race and ethnicity disparities in cognitive function in community-dwelling older adults and identify factors that contribute to these disparities.

PATIENTS AND METHODS

Cognitive performance (global and domain-specific) and self-reported cognitive function were compared among Black (N=57), Hispanic (N=139), and White (N=108) older adults. The impact of socioeconomic status (SES), physical functionality, and mood indicators was assessed with a combination of hierarchical general linear models and mediation analysis.

RESULTS

Poorer cognitive performance and higher levels of impairment were found in older adults from racial and ethnic backgrounds. The contribution of lower SES to the observed racial and ethnic disparities in objective cognitive performance was 33% in Hispanics and about 20% in Blacks, while poorer physical functionality explained over half of the differences between Black and White participants. Higher self-reported cognitive impairment in minorities was explained by lower SES and higher depressive symptoms in Hispanics but not in Blacks.

CONCLUSION

Performance on objective memory testing and self-reported cognition are greatly influenced by relevant biological, sociodemographic and medical variables. Dementia screening programs should be tailored to individual sociodemographic groups based on contributors that are specific to each group.

Effects of attention during encoding on sex differences in object location memory

Attention plays a key role in memory processes and has been widely studied in various memory tasks. The role of attention in sex differences in object location memory is not clearly understood. In the present study, two experiments involving 186 participants and using an object array presented on paper were conducted to examine two encoding conditions: incidental and intentional. In each experiment, the participants were randomly assigned to divided versus full attention conditions. In the first experiment, which involved incidental encoding, women outperformed men in memorising location-exchanged objects in both the full and in the divided attention condition. In the second experiment, which involved intentional encoding, women outperformed men in memorising location-exchanged objects in the full attention condition, but not the divided attention condition. These findings deepen our knowledge regarding the role of attention in object location memory, specifically in terms of the conditions under which females have an advantage for detecting changes in an array of objects.

Empathizing-systemizing cognitive styles: Effects of sex and academic degree

This study tests if the drives to empathize (E) and systemize (S), measured by the Systemizing Quotient-Revised (SQ-R) and Empathy Quotient (EQ), show effects of sex and academic degree. The responses of 419 students from the Humanities and the Physical Sciences were analyzed in terms of the E-S theory predictions. Results confirm that there is an interaction between sex, degree and the drive to empathize relative to systemize. Female students in the Humanities on average had a stronger drive to empathize than to systemize in comparison to males in the Humanities. Male students in the Sciences on average had a stronger drive to systemize than to empathize in comparison to females in the Sciences. Finally, students in the sciences on average had a stronger drive to systemize more than to empathize, irrespective of their sex. The reverse is true for students in the Humanities. These results strongly replicate earlier findings.

The role of attentional resources in explaining sex differences in object location memory

Sex differences in object location memory have been widely studied, with mixed results. The role of attention in mediating the female advantage in object location memory has not been clearly understood yet. Two experiments, involving 181 participants and using an actual object array, were conducted in the present study to examine two learning conditions: incidental and intentional. In each experiment, participants were randomly assigned to divided versus full attention conditions. The study also examined memorizing location-maintained and location-exchanged objects. In both experiments, in both incidental and intentional learning conditions, women outperformed men in memorizing location-exchanged objects in the full but not in the divided attention condition. These findings confirm and extend previous ones concerning the conditions under which the female advantage in the detection of change in an array of objects occurs. The findings are discussed within an evolutionary conceptual framework.