[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-267758-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-267758-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","sex-differences-in-mathematical-ability-fact-or-artifact","Sex Differences in Mathematical Ability - Fact or Artifact?","","A substantial sex difference in mathematical reasoning ability, measured by the mathematics test score of the Scholastic Aptitude Test, favors boys in a study of 9,927 intellectually gifted junior high school students. The findings challenge the hypothesis that observed sex differences are explained by differential course-taking. The article discusses the interpretation of negative versus positive results, emphasizing that negative outcomes in children with behavioral or learning difficulties should be treated as tentative and inconclusive.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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ability?","Question",{"text":63,"@type":64},"It found a substantial sex difference on the mathematics test of the Scholastic Aptitude Test in favor of boys.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many students were included in the study?",{"text":68,"@type":64},"The study analyzed 9,927 intellectually gifted junior high school students.",{"name":70,"@type":61,"acceptedAnswer":71},"What hypothesis did the data contradict?",{"text":72,"@type":64},"The data contradicted the hypothesis that differential course-taking accounts for the observed sex differences.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},267758,1789424691,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Julian C.Stanley  \nSource:Science,Dec.12,1980,New Series,Vol.210,No.4475(Dec.12,1980),pp.1262-1264  \nPublished by:American Association for the Advancement of Science  \nStable URL:https://www.jstor.org/stable/1684489  \nJSTOR is a not-for-profit service that helps scholars,researchers,and students discover,use,and build upon a widerange of content in a trusted digital archive.We use information technology and tools to increase productivity andfacilitate new forms of scholarship.For more information about JSTOR,please contact support@jsfor.org.  \nYour use of the JSTOR archive indicates your acceptance of the Terms &Conditions of Use,available athttps://about.jstor.org/terms  \nAmerican Association for the Advancement of Science is collaborating with JSTOR to digitize,preserve and extend access to Science  \ndysfunction or disorder.While negativefindings in such examinations of childrenwith behavioral or learning problemsmust be considered tentative and in-conclusive,positive findings would justi-fy referral for more exhaustive evalua-tions.  \nH.AHN  \nL.PRICHEP,E.R.JOHN  \nBrain Research Laboratories,Department of Psychiatry,New York University Medical Center,New York 10016  \nH.BAIRD  \nSt.Christopher's Hospitalfor Children,Department of Pediatrics,TempleUniversity School of Medicine,Philadelphia,Pennsylvania19122  \nM.TREPETIN  \nNeurometrics,Inc.,New York 10038  \nH.KAYE  \nDepartment of Psychology,State University of New York atStony Brook,Stony Brook 11790  \n# References and Notes\n\n1.E.R.John,H.Ahn,L.Prichep,M.Trepetin,D.Brown,H.Kaye Science 210,1255(1980).  \n2.The equations are first-order functions whosecoefficients are published in(1).Frequencybands were defined as delta(1.5 to 3.5 Hz),theta  \n(3.5 to 7.5 Hz),alpha(7.5 to 12.5 Hz),and beta(12.5 to 25 Hz).The derivations were F₇T₃,F₈T₄,T₃Ts,T₄T₆,C₃Cz,C₄Cz,P₃O₁,and PO₂,according to the nomenclature of the inter-national 10/20 system.  \n3.These terminals correspond to that described in  \n(4,5),but we used an LSI-11 microprocessor in-  \nstead of a PDP11/10 and recorded digital data onfloppy disks instead of magnetic tape.Frequen-  \ncy and amplitude calibration signals were re-corded regularly to guarantee standardized re-  \ncording conditions.  \n4.E.R.John et al.,Science 196,1393(1977).  \n5.E.R.John,Functional Neuroscience,vol.2,Neurometrics:Clinical Applications of Quan-titative Electrophysiology(Erlbaum,Hillsdale,  \nN.J.,1977).  \n6.Board of _Cooperative Educational Services  \n(BOCES)District III,James E.Allen Learning  \nCenter,Dix Hlls,N.Y.  \n7.Pediatric Neurology Service,Handicapped Chil-dren's Unit,St.Christopher's Hospital for Chil-dren,Philadelphia.Supported in part by NIHgeneral CRC grant RR-75.Disks from the neuro-metric examinations of 474 neurological patientsreferred to this service were sent to NYU foranalysis with no information other than the ageof the patient.This terminal was constructed byNeurometrics,Inc.,under license from NYU.  \n8.This terminal was used to gather data on asample of 129 children who were exposed tomalnutrition in the first year of life.They werematched by age,grade,gender,and handednessto a control sample of 129 children who had notsuffered from malnutrition.The study(manu-script in preparation)was conducted in collabo-ration with F.Ramsey,J.Galler,and G.Soli-mano and was supported by the Ford Founda-tion,grant 770-0471.The analyses reported hererefer only to a subset of the control population(see group 2,Barbados normals).  \n9.Data gathered at the Rockland Psychologicaland Educational Center in Spring Valley,N.Y.  \n10.Data gathered at the Applied Neuroscience In-stitute,University of Maryland,Eastern Shore,Princess Anne.  \n11.The normal children examined at BOCES(6)and at NYU were studied in a project supportedby National Science Foundation grant DAR 78-18772,formerly APR 76-24662,intended to pro-vide part of the data base for construction of anEEG/evok","cbCaieHGA2vNAveI","https://ap.wps.com/l/cbCaieHGA2vNAveI","pdf",1008278,"English","# References and Notes","[{\"question\":\"What did the study find about mathematical reasoning ability?\",\"answer\":\"It found a substantial sex difference on the mathematics test of the Scholastic Aptitude Test in favor of boys.\"},{\"question\":\"How many students were included in the study?\",\"answer\":\"The study analyzed 9,927 intellectually gifted junior high school students.\"},{\"question\":\"What hypothesis did the data contradict?\",\"answer\":\"The data contradicted the hypothesis that differential course-taking accounts for the observed sex differences.\"}]","Sex Differences in Mathematical Ability - Fact or Artifact? | PDF"]