Relation of hand skill to spatial reasoning in male and female left-handers with left- and right-hand writing

Sex differences in relations of muscle power, lung function, and reaction time in athletes

In an earlier study, relations of nonverbal abilities with several bodily measures such as height, weight, and lung capacity were observed. The present aim was estimation of associations of muscle power and lung function with simple eye-hand reaction time. Sex differences for muscle power were significant even with the covariates of height, weight, and age included; however, these disappeared for lung functions (forced vital capacity and peak expiratory flow) and reaction time. The effects of leg power, forced vital capacity, and peak expiratory flow on the left eye-hand reaction time were significant after adjustment for height, weight, right- and left-hand powers and age. The positive effect of exercise may be especially associated with the right brain activity or left hand speed.

All sex differences in cognitive ability may be explained by an X-Y homologous gene determining degrees of cerebral asymmetry

Male superiority in mathematical ability (along with female superiority in verbal fluency) may reflect the operation of an X-Y homologous gene (the right-shift-factor) influencing the relative rates of development of the cerebral hemispheres. Alleles at the locus on the Y chromosome will be selected at a later mean age than alleles on the X, and only by females.

Still far too sexy a topic

Geary is highly selective in his use of the literature on gender differences. His assumption of consistent female inferiority in mathematics is not necessarily supported by the facts.

Mating, math achievement, and other multiple relationships

Although Geary's partitioning of mathematical abilities into those that are biologically primary and secondary is an advance over most sociobiological theories of cognitive sex differences, it remains untestable and ignores the spatial nature of women's traditional work. An alternative model based on underlying cognitive processes offers other advantages.

How important is spatial ability to mathematics?

This commentary focuses on one of the many issues raised in Geary's target article: the importance of gender differences in spatial ability to gender differences in mathematics. I argue that the evidence for the central role of spatial ability in mathematical ability, or in gender differences in it, is tenuous at best.

Spatial visualization and sex-related differences in mathematical problem solving

Spatial visualization as a key variable in sex-related differences in mathematical problem solving and spatial aspects of geometry is traced to the 1960s. More recent relevant data are presented. The variability debate is traced to the latter part of the nineteenth century and an explanation for it is suggested. An idea is presented for further research to clarify sex-related brain laterality differences in solving spatial problems.

Sexual selection and sex differences in mathematical abilities

The principles of sexual selection were used as an organizing framework for interpreting cross-national patterns of sex differences in mathematical abilities. Cross-national studies suggest that there are no sex differences in biologically primary mathematical abilities, that is, for those mathematical abilities that are found in all cultures as well as in nonhuman primates, and show moderate heritability estimates. Sex differences in several biologically secondary mathematical domains (i.e., those that emerge primarily in school) are found throughout the industrialized world. In particular, males consistently outperform females in the solving of mathematical word problems and geometry. Sexual selection and any associated proximate mechanisms (e.g., sex hormones) influence these sex differences in mathematical performance indirectly. First, sexual selection resulted in greater elaboration in males than in females of the neurocognitive systems that support navigation in three-dimensional space. Knowledge implicit in these systems reflects an understanding of basic Euclidean geometry, and may thus be one source of the male advantage in geometry. Males also use more readily than females these spatial systems in problem-solving situations, which provides them with an advantage in solving word problems and geometry. In addition, sex differences in social styles and interests, which also appear to be related in part to sexual selection, result in sex differences in engagement iii mathematics-related activities, thus further increasing the male advantage in certain mathematical domains. A model that integrates these biological influences with sociocultural influences on the sex differences in mathematical performance is presented in this article.

The relationships between nonverbal intelligence and the strength of left-hand preference in left-handers to sex and familial sinistrality

The relationship between the strength of left-handedness and spatial reasoning ability was studied in left-handed male and female subjects with and without familial sinistrality (FS). The degree of left-handedness was assessed by the Edinburgh Handedness Inventory. The spatial reasoning ability was measured by Cattell's Culture Fair Intelligence Test. It was found that there was a negative linear correlation between nonverbal IQ and the strength of left-handedness in females with and without FS, a quadratic relationship in male left-handers without FS and a positive linear correlation in male left-handers with FS. These results indicate that the brain may exhibit different patterns of cerebral organization in left-handers to sex and FS. It was concluded that the "crowding" hypothesis may apply only to a subgroup of left-handers, i.e., females with a greater bilaterality of cognitive functions than males.

The psychomotor theory of human mind

This study presents a new theory to explain the neural origins of human mind. This is the psychomotor theory. The author briefly analyzed the historical development of the mind-brain theories. The close relations between psychological and motor systems were subjected to a rather detailed analysis, using psychiatric and neurological examples. The feedback circuits between mind, brain, and body were shown to occur within the mind-brain-body triad, in normal states, and psycho-neural diseases. It was stated that psychiatric signs and symptoms are coupled with motor disturbances; neurological diseases are coupled with psychological disturbances; changes in cortico-spinal motor-system activity may influence mind-brain-body triad, and vice versa. Accordingly, a psychomotor theory was created to explain the psychomotor coupling in health and disease, stating that, not the mind-brain duality or unity, but the mind-brain-body triad as a functional unit may be essential in health and disease, because mind does not end in the brain, but further controls movements, in a reciprocal manner; mental and motor events share the same neural substrate, cortical, and spinal motoneurons; mental events emerging from the motoneuronal system expressed by the human language may be closely coupled with the unity of the mind-brain-body triad. So, the psychomotor theory rejects the mind-brain duality and instead advances the unity of the psychomotor system, which will have important consequences in understanding and improving the human mind, brain, and body in health and disease.

Hand dominance and performance in a laparoscopic skills curriculum

BACKGROUND

This study evaluated the influence of hand dominance on skill acquisition during a basic laparoscopic skills curriculum.

METHODS

A total of 27 surgical residents (5 postgraduate year 3 [PGY-3] and 22 PGY-2 residents) participated in a 4-week laparoscopic skills curriculum. The residents were pre- and posttested on six laparoscopic tasks during weeks 1 and 4. During weeks 2 and 3, the residents attended a proctored practice session. The results were compared using analysis of variance (ANOVA), (with significance determined by a p value less than 0.05.

RESULTS

The posttest scores were significantly higher than the pretest scores. On the pretest, lefthand-dominant (LHD) surgeons (n = 4) performed significantly better than righthand-dominant (RHD) surgeons (n = 23). In the analysis of individual task pretest scores, LHD surgeons performed significantly better on pattern cutting and vessel loop application. Posttest analysis of overall performance did not show significant differences between the RHD and LHD surgeons.

CONCLUSIONS

Participation in a laparoscopic skills curriculum improved overall performance. The LHD surgeons demonstrated better initial performance, but posttest comparison showed no difference between the two groups.

CORRELATIONS BETWEEN NONVERBAL INTELLIGENCE AND NERVE CONDUCTION VELOCITIES IN RIGHT-HANDED MALE AND FEMALE SUBJECTS

A neurological theory of intelligence suggesting a direct correlation between nerve conduction velocity and psychometric intelligence was tested. Cattell's Culture Fair Intelligence Test was used to asses the nonverbal intelligence (IQ) of subjects. The motor median nerve conduction velocity from right hand of males was positively correlated with IQ. In subjects with no familial sinistrality (FS-), the motor ulnar-nerve conduction velocity from the right and left hands of males negatively correlated with IQ; there were inverse correlations between IQ and nerve conduction velocity (motor median nerve from right, sensory median nerve from right and left) in females. In subjects with familial sinistrality (FS+), IQ directly correlated with nerve conduction velocity from motor median (right and left), sensory median (right), and motor ulnar (right) nerves, but only in males. The speed hypothesis and neurological theory of intelligence were not supported by these results, which, in contrast, emphasized the importance of sex and familial sinistrality in any theory of intelligence.

The effect of pergolide on cognitive performance of young and middle-aged rats

In this study, we investigated the effect of pergolide, a dopaminergic agonist, on cognitive ability in young and middle-aged rats using the Morris Water Maze (MWM). Pergolide 0.5/mg/day i.p. was administered to young and middle-aged rats, whereas only vehicle was given to their age-matched controls. During the acquisition period of 6 days, young rats showed normal escape latency pattern, which was not affected by pergolide. Middle-aged rats, however, showed poor escape latency pattern, and this poor pattern was also not affected by pergolide. On the 7th day, pergolide decreased retention time of young rats compared to control values. Middle-aged rats also showed reduced retention time. In contrast to the findings of young rats, retention time was not affected by pergolide in middle-aged rats. We concluded that pergolide does not alter escape latency at any age. It has a negative effect on retention time of young rats, whereas it has no effect on middle-aged ones.

Predictability of hand skill and cognitive abilities from craniofacial width in right- and left-handed men and women: relation of skeletal structure to cerebral function

Recently, a family of homeobox genes involved in brain and craniofacial development was identified. In light of this genetic background, we hypothesized that some functional characteristics of human brain (hand skill, cognition) may be linked to some structural characteristics of human skull (e.g., craniofacial width) in humans. Hand preference was assessed by Oldfield's Handedness Questionnaire. Hand skill was measured by Peg Moving Task. Face width was measured from the anteroposterior cephalograms (x-ray) using right (R) and left (L) zygomatic points. Intelligence "g" was assessed by Cattell's Culture Fair Intelligence Test; the perceptual-verbal ability was assessed by "Finding A's Test"; the spatial ability was assessed by the mental rotation task, in right- and left-handed men and women. The percentages of right-, left-, and mixed-faced subjects were close to those found for paw preference in cats. Women tended to be more right-faced (R--L > 0) and less left-faced (R--L < 0) than men, who tended to be more left-faced and less right-faced than women. R--L face width inversely correlated with L--R PMT (peg moving time) in left-handers; there was a direct relation between these variables in right-handers. Cattell IQ linearly increased with R--L face width in left-handers, negatively correlated in right-handed men and women. Verbal ability inversely related to R--L face width in right- and left-handed men, but directly correlated in right-handed women. The number of correct response on mental-rotation task positively and linearly correlated with R--L face width in left-handers and right-handed women. It was concluded that the structural-functional coupling revealed in the present work may have its origins in parallel development of the craniofacial skeleton and brain under the influence of homeobox genes.

On the biology and politics of cognitive sex differences

The male advantage in certain mathematical domains contributes to the difference in the numbers of males and females that enter math-intensive occupations, which in turn contributes to the sex difference in earnings. Understanding the nature and development of the sex difference in mathematical abilities is accordingly of social as well as scientific concern. A more complete understanding of the biological contributions to these differences can guide research on educational techniques that might someday produce more equal educational outcomes in mathematics and other academic domains.

Brain differences, anthropological stories, and educational implications

Geary's anthropological assumptions are questioned as he uses literature influenced by sociobiology to back the claim that Female humans do not engage in environmental orientation. Yet, female gatherers or migrators do need and use spatial skills. Geary's exploration of gender differences in math skills is speculation that hasharmful, ungrounded, and misleading educational implications and applications, particularly in light of research on the status of gender equity in education.

The twain shall meet: Uniting the analysis of sex differences and within-sex variation

Spatial and mathematical abilities may be “sex-limited” traits. A sex-limited trait has the same determinants of variation within the sexes, but the genetic or environmental effects would be differentially expressed in males and females. New advances in structural equation modeling allow means and variation to be estimated simultaneously. When these statistical methods are combined with a genetically informative research design, it should be possible to demonstrate that the genes influencing spatial and mathematical abilities are sex-limited in their expression. This approach would give an empirical confirmation of Geary's evolutionary speculations.

Sex differences and evolutionary by-products

From the perspective of evolutionary theory, we believe it makes more sense to view the sex differences in spatial cognition as being an evolutionary by-product of selection for optimal rates of fetal development. Geary does not convince us that his proposed selective factors operated with “sufficient precision, economy, and efficiency.” Moreover, the archaeological evidence does not support his proposed evolutionary scenario.

Between-sex differences are often averaging artifacts

The central problem in Geary's theory is how differences are conceptualized. Recent research has shown that between-sex differences on certain tasks are a consequence of averaging within sex differences. A mixture distribution models between-sex differences on several tasks well and does not appear congenial to a sexual-selection perspective.

Able youths and achievement tests

Achievement test differences between boys and girls and between young men and young women, mostly favoring males, extend far beyond mathematics. Such pervasive differences, illustrated here, may require an explanatory theory broader than Geary's.

Differences in male and female cognitive abilities: Sexual selection or division of labor?

In Darwinian terminology, “sexual selection” refers to purely reproductive competition and is conceptually distinct from natural selection as it affects reproduction generally. As natural selection may favor the evolution of sexual dimorphism by virtue of the division of labor between males and females, this possibility needs to be taken very seriously.

Arithmetic and old lace

Geary's project faces the severe methodological difficulty of tracing the biological effects of gender on mathematical ability in a system that is massively open. Two methodological stratagems he uses are considered. The first is that pancultural sex differences are biological in nature, which is dubious in the domain of mathematics, since it is completely culture-bound. The second is that sociosexual differences are partly caused by biosexual differences, which renders his thesis unfalsifiable and empirically empty.

Sex differences in mathematical abllity: Genes, environment, and evolution

Geary proposes a sociobiological hypothesis of how (and why) sex differences in math and spatial skills might have jointly arisen. His distinction between primary and secondary math skills is noteworthy, and in some ways analogous to the closed versus open systems postulated to exist for language. In this commentary issues concerning how genes might affect complex cognitive skills, the interpretation of heritability estimates, and prior research abilites are discussed.

Mary has more: Sex differences, autism, coherence, and theory of mind

We challenge the notion that differences in spatial ability are the best or only explanation for observed sex differences in mathematical word problems. We suggest two ideas from the study of autism: sex differences in theory of mind and in central coherence.

Is there a comparative psychology of implicit mathematical knowledge?

Geary suggests that implicit mathematical principles exist across human cultures and transcend sex differences. Is such knowledge present in animals as well, and is it sufficient to account for performance in all species, including our own? I attempt to trace the implications of Gearys target article for comparative psychology, questioning the exclusion of “subitizing” in describing human mathematical performance, and asking whether human researchers function as cultural agents with animals, elevating their implicit knowledge to secondary domains of numerical performance.

On an evolutionary model of sex differences in mathematics: Do the data support the theory?

The target article draws on evolutionary theory to formulate a biosocial model of sex differences in quantitative abilities. Unfortunately, the data do not support some of the crucial hypotheses. The male advantage in geometry is not appreciably greater than the male advantagi in algebra, and the greater male variability in mathematics cited by Gear is not cross-culturally invariant.

We are far from understanding sex-related differences in spatial-mathematical abilities despite the theory of sexual selection

I have provided evidence that Geary's model does not explain male dominance in spatial abilities by sexual selection. The current literature concerning the relations of nonverbal IQ to testosterone, hand preference, and right- and left-hand skill, as well as the organizing effects of testosterone on cerebral lateralization during the perinatal period, does not support Geary's arguments.

Do gender differences in spatial skills mediate gender differences in mathematics among high-ability students?

Based on Geary's theory, intelligence may determine which males utilize innate spatial knowledge to inform their mathematical solutions. This may explain why math gender differences occur mainly with higher abilities. In support, we found that mental rotation ability served as a mediator of gender differences on the math Scholastic Assessment Test for two high-ability samples. Our research suggests, however, that environment and biology interact to influence mental rotation abilities.

Genetic influences on sex differences in outstanding mathematical reasoning ability

Sexual selection provides an adequate partial explanation for the difference in means between the distributions, but fails to explain the difference in variance, that is, the overrepresentation of both boys with outstanding mathematical reasoning ability (OMRA) and boys with mental retardation. Other genetic factors are probably at work. While spatial ability is correlated with OMRA, so are other cognitive abilities. OMRA is not reducible to spatial ability; hence selection for navigational skill is unlikely to be the only mechanism by which males have gained an advantage in OMRA.

Sexual-selection accounts of human characteristics: Just So Stories or scientific hypotheses?

We evaluate three of Geary's claims, finding that (1) there is little evidence for sex differences in object- vs. person-orientation; (2) sex differences in competition, even if biologically caused, lead to sex differences in mathematics only given a certain style of teaching; and (3) sex differences in mental rotation, though real, are not well explained in a sociobiological framework or by the proximate biological variables assumed by Geary.

A critic with a different perspective

To the extent that Geary's theory concerning biologically primary and secondary behaviors depends on factor analytic methods and findings, it is woefully weak. Factors have been mistakenly called primary mental abilities, but the adjective “primary” represents reification of a mathematical dimension defined by correlations. Fleshing out a factor beyond its mathematical properties requires much additional quantitative experimental and correlational research that goes far beyond mere factoring.

Omissions relevant to gender-linked mathematical abilities

Analyses of bodies of data usually omit some relevant studies. Geary omits (1) some studies looking at functional correlates of basic biological data, (2) studies of developmental implications for functioning, and (3) the recent achievement of acceleration of cognitive development.

Resources dimorphism sexual selection and mathematics achievement

Geary's model is a worthy effort, but ambiguous on important issues. It ignores differential resource allocation, although this follows directly from sexual selection via differential parental investment. Dimorphism in primary traits is arbitrarily attributed to sexual selection via intramale competition, rather than direct evolutionary pressures. Dubious predictions are made about the consequences of raising mathematics achievement.

The logic of the sociobiological model Geary-style

Geary's is the traditional view of the sexes. Yet each part of his argument – the move from sex differences in spatial ability and social preferences to a sex difference in mathematical ability, the claim that the former are biologically primary, and the sociobiological explanation of these differences – requires considerable further work. The notion of a biologically secondary ability is itself problematic.

Some problematic links between hunting and geometry

Geary's emphasis on hunting ignores the possible importance of other human activities, such as scavenging and gathering, in the evolution of spatial abilities. In addition, there is little evidence that links spatial abilities and math skills. Furthermore, such links have little practical importance given the small size of most differences and girls' superior performance in mathematics classrooms.

Correlations between nonverbal intelligence and peripheral nerve conduction velocity in right-handed subjects: sex-related differences

The speed hypothesis of intelligence was tested in relation to median nerve conduction velocity (NCV) in right-handed subjects. In total, NCV did not significantly correlate with IQ (Cattell's Culture Fair Intelligence test). The motor and sensory median NCVs correlated with IQ positively linearly in men and negatively linearly in women. These results supported the general, unqualified speed hypothesis of intelligence only for men. It was concluded that the conduction speed of the input-output channels of brain as an information processing unit may differentially contribute to nonverbal intelligence, depending upon sex. The male hormone, testosterone, was suggested to be the main factor responsible for sex-related differences in the IQ-NCV relationships.

Speed and accuracy of aimed hand movements in left-handed human subjects: sex-related differences in motor control

Speed and accuracy in hand speed in relation to sex-related differences were studied in left-handed normal subjects. Hand skill was assessed by a peg moving task. Hand speed increased linearly with successive trials (motor learning). Left-hand speed exhibited a higher learning capacity than right-hand speed. Right-hand speed and right-hand learning were equivalent in males and females. Left-hand speed was higher in females than males; left-hand learning was equivalent in males and females. Left minus right (L-R) hand speed decreased linearly with right-hand speed; left-hand speed did not influence L-R hand speed. Learning curves were constructed for each subject. Standard error of a learning curve was considered as accuracy of hand skill. In females, accuracy of hand movement decreased as hand speed increased. In males, only accuracy of right-hand speed decreased as right-hand speed increased; left-hand accuracy did not depend on left-hand speed. It was concluded that right brain controlling left hand in left-handers has a higher capacity than left brain for motor learning; L-R hand speed was largely determined by left brain; accuracy in hand skill depends on both brains in females, and on only left brain in males; the female brain is more bilaterally organized than male brain in fine motor control.

Relationships among nonverbal intelligence, hand speed, and serum testosterone level in left-handed male subjects

The relationships among nonverbal intelligence, hand speed, and serum testosterone level were studied in male left-handers ranging in age from 17 to 19 years. Hand speed was measured by a peg moving task. To assess the differences between nonverbal IQs. Cattell's Culture Fair Intelligence Test was used. There was a direct correlation between IQ and testosterone. IQ increased linearly with right-hand speed, which was directly related to testosterone. There was no significant correlation between IQ and left-hand speed, which was not significantly correlated with testosterone. IQ decreased with left- minus right-hand speed, which also decreased with testosterone. It was suggested that nonverbal spatial reasoning ability may be directly associated with the efficiency of left brain, which is favored by testosterone in male left-handers. It was also concluded that the left to right asymmetry in hand speed may depend on efficiency of the right brain in left-handed males.