Cultural differences in drawing movements between right-handed Japanese and German participants

Differences in drawing movements with the dominant and nondominant hands by 41 right-handed students from Japan (9 men, 12 women; M age = 20.3 yr., SD = 1.4) and Germany (13 men, 7 women; M age = 23.4 yr., SD = 3.0) were investigated. Participants were asked to use each hand to draw a circle, a pentagon, and a rhombus in one stroke. Analysis showed that Japanese participants drew a circle clockwise with the dominant right hand, starting from 6 or 7 o'clock on the face of a clock, while the German participants drew the circle counterclockwise, starting from 11 or 12 o'clock. Moreover, when drawing a pentagon and a rhombus with the right hand, Japanese participants drew counterclockwise from the top-center vertex, whereas almost half of German participants drew clockwise from the left side and others drew counterclockwise from the top-center vertex. Using the left hand, no significant difference was found in starting positions or directionality. Cultural differences in the starting positions and directionality when using the dominant right hand probably reflect the influence of writing habits on the drawing movement of the dominant hand.     

The influence of dominant versus non-dominant hand on event and emergent motor timing

It has been hypothesized that timing in tapping utilizes event timing; a clock-like process, whereas timing in circle drawing is emergent. Three experiments examined timing in tapping and circle drawing by the dominant and non-dominant hand. Participants were right-hand dominant college aged males and females. The relationship between variance and the square of the timed interval (the Weber fraction), thought to capture clock-like timekeeping processes, was compared. Furthermore, timing variance was decomposed into a clock and a motor component. The slopes for timing were different for dominant hand tapping and circle drawing, but equal for non-dominant and dominant hand tapping. Negative lag one covariance, consistent with motor implementation variability, was found for non-dominant but not for dominant hand circle drawing (Experiment 1). Practice did not influence this relation (Experiment 2). A significant correlation for clock variability was found between non-dominant hand circle drawing and tapping (Experiment 3). Collectively, these findings indicate that event timing is shareable across hands while emergent timing is specific to an effector. Emergent timing does not appear to be obligatory for the non-dominant hand in circle drawing. We suggest that the use of emergent timing might depend upon the extensive practice experienced by a person's dominant hand.     

Developmental changes in gender composition of friendship networks in adolescent girls and boys

This article describes both normative changes and individual differences in the gender composition of girls' and boys' friendship networks across adolescence and predicts variations in these changes. It also examines changes in the characteristics (context, age difference, closeness, and support) of same- and other-sex friendships in the network. Girls and boys (N=390) were interviewed annually from Grades 6 to 10 (76% retention). Growth in the proportion of other-sex friends was significantly more pronounced for girls and was related to different predictors for girls and boys. Moreover, over time, girls had other-sex friends that were increasingly older than themselves, and most of these friendships took place outside of the school, which was not the case for boys. Growth in the proportion of other-sex friends was more pronounced for secondary than for best friends. Finally, both girls and boys reported receiving higher levels of help from girls than from boys. These findings suggest that other-sex friendships might place some of the girls on a problematic developmental trajectory.     

Sex differences in achievement/career motivation of Iranian boys and girls

The relationships of early socialization, socioeconomic status (SES), religion, community discrimination, and community resources (all as possible predictor variables) to achievement/career motivation (the criterion variables) for 200 Iranian high school senior girls and boys were studied. Multiple regression analyses were performed to identify how much variance was accounted for by each predictor variable. In addition, a discriminant function analysis based on four linear combinations of the predictors for high and low SES, and for males and females, was performed to identify the best and strongest predictors. Through content analysis of the projective protocols representing achievement motivation, no significant achieving imagery was found for these Iranian subjects. The measure did, however, provoke imagery indicative of the subjects' preoccupation with marriage and/or affiliation with the opposite sex. Consistent with research findings in the United States, Iranian females scored lower in career motivation and expressed less belief in sex discriminatory myths than did males. The upper SES subjects of both sexes showed a higher level of career aspiration, and perceived more community resources for their careers, than did the lower SES groups. Sex, SES, community discrimination, and heterosexual interest contributed more heavily than the other predictors in predicting the variance of career motivation. Possible implications of the results for improving Iranian women's achievement/career motivation are discussed. A need for a more cross-culturally appropriate measure of achievement motivation is suggested.This study was supported, in part, by the University of Illinois Center for International and Comparative Studies. The author is indebted to Drs. Martin L. Maehr and Helen S. Farmer of the University of Illinois for their direction and advice in conducting this study.     

Developmental characteristics of figure drawings made by boys and girls ages five through eleven

526 children from the ages of 5 yr. through 11 yr. (257 boys and 269 girls) responded when asked to draw the figure of a man. Of the 68 characteristics investigated the girls' responses were significantly different from the boys' on 41 items (60%) while boys' responses were significantly different on 28 items (41%). Although there were significant differences in some responses they were not necessarily indicative of higher levels of performance. Given the number of boys and girls participating and the number of significant differences, the over-all significant difference was 0. There were, however, many significant differences found in the drawings made by boys and girls ages 5, 6 and 9 yr.     

Sex-typed play in feminoid boys versus normal boys and girls

Procedures for assessing children's sex-typed play were developed which (a) examined children's continuous play in four sessions totaling 20 minutes rather than measuring only initial choice of a sex-typed toy, and (b) did not impose the stimulus-specific condition of requiring an adult experimenter to be present to administer the task. Play with masculine and feminine toys was observed for 120 normal children (60 boys, 60 girls) aged 3 yr.–8 yr., and 15 similarly aged boys diagnosed as having childhood gender disturbance. Significant differences were found in the sex-typed play of the two normal groups, but no age differences were observed. The amount of feminine play by the feminoid boys was found to be significantly greater than that of normal boys, but not significantly different from the predominantly feminine play patterns of the normal girls. The usefulness of such a measure for the clinical assessment of deviant sexrole development in young children is discussed.This study was supported by United States Public Health Service Research Grant #MH 21803-01A1, 02, 03 from the National Institute of Mental Health. The University Elementary School at UCLA is gratefully acknowledged for providing a normal subject population and laboratory facilities. The authors express their appreciation to Stanley Conrad, Roni Greenberg, Alfred Lauck, Benson Low, and Martin Magy for their assistance in data collection.     

Age differences in the prevalence of physical aggression among 5-11-year-old Canadian boys and girls

It has been proven extremely difficult in the past to estimate the prevalence of physical aggression in children for two main reasons: (a) a heterogeneous sampling of behaviors (i.e., mix between physically aggressive and non-physically aggressive antisocial behaviors), and (b) a lack of a "gold standard" to identify children who exhibit physically aggressive behaviors on a frequent basis. The goal of this study was to test for age differences in the prevalence of physical aggression in the Canadian population of school-aged boys and girls, using cross-sectional data from the National Longitudinal Survey of Children and Youth (NLSCY). The first wave of the NLSCY included a representative sample of 12,292 Canadian children aged 5-11 years. We used latent class analysis to identify children whose propensity to exhibit physically aggressive behaviors was much higher than that of other children of the same age and sex in the population. The prevalence of physical aggression was estimated at 3.7% in 5-11-year-old boys and ranged from .5% to 2.3% in 11 and 5-year-old girls, respectively. Hence, the results show a decreasing trend in the prevalence of physical aggression with age for girls, but not for boys. These findings suggest the importance of considering the developmental pathways of physical aggression for boys and girls separately.     

Age differences in the performance of basketball dribbling by elementary school boys

Age differences in hand contact time and ball-to-floor distance during the performance of a basketball dribbling task by 30 5- to 6-, 7- to 8-, and 9- to 10-yr.-old boys were studied. Each age group included 10 boys, five with high rhythm audiation skill and five with low rhythm audiation skill, as measured on Gordon's Primary or Intermediate Measures of Music Audiation. Performance during eight bounces was filmed with a 16-mm camera and analyzed with a stop-action projector. Analysis of variance indicated no statistically significant differences. Observed dribbling behaviors are discussed.     

Girls in detail,boys in shape: Gender differences when drawing cubes in depth

The current study tested gender differences in the developmental transition from drawing cubes in two‐ versus three dimensions (3D), and investigated the underlying spatial abilities. Six‐ to nine‐year‐old children (N = 97) drew two occluding model cubes and solved several other spatial tasks. Girls more often unfolded the various sides of the cubes into a layout, also called diagrammatic cube drawing (object design detail). In girls, the best predictor for drawing the cubes was Mental Rotation Test (MRT) accuracy. In contrast, boys were more likely to preserve the optical appearance of the cube array. Their drawing in 3D was best predicted by MRT reaction time and the Embedded Figures Test (EFT). This confirmed boys' stronger focus on the contours of an object silhouette (object shape). It is discussed whether the two gender‐specific approaches to drawing in three dimensions reflect two sides of the appearance–reality distinction in drawing, that is graphic syntax of object design features versus visual perception of projective space.     

Qualitative differences among gender-stereotyped toys: Implications for cognitive and social development in girls and boys

Although it has been suggested that the early play experiences of girls and boys may contribute to gender differences in cognitive and social development, empirical support for this hypothesis is limited. This paper reports the development of a system of toy classification and may permit a more programmatic investigation of this problem. One hundred adult subjects rated 50 children's toys on 12 “functional” dimensions. Results showed that these toys could be reliably described according to multidimensional similarities and that toys considered appropriate for girls differed in many ways from those considered appropriate for boys. Thus this system may allow us to test more systematically the hypothetical relationship between sex-typed toy play and the development of differential cognitive and/or social skills in girls and boys.     

Compliance and problem-solving competence in girls and boys

The problem-solving abilities of 4- and 5-year old children (N = 208) were assessed to test the hypothesis that high levels of compliance are negatively related to problem solving. Problem-solving competence was examined with a task-specific measure and a standardized measure of general problem-solving performance. Low compliant children performed better on both measures. The role of compliance in the cognitive development of girls and boys is discussed.     

Speech fluency and hand performance on a sequential tapping task in left- and right-handed stutterers and nonstutterers

The purpose of this study was to examine hemispheric functioning in right- and left-handed stutterers and nonstutterers using tasks that require concurrent speech and unimanual sequential tapping activity. Twenty adult stutterers (15 right-handers and 5 left-handers) and 20 adult nonstutterers (15 right-handers and 5 left-handers) performed four experimental tasks: tapping, tapping-spontaneous speech, tapping-reading, and tapping-singing. Subjects performed each task for 120 sec (8 trials of 15 sec per trial), alternating tapping hands after each trial.Results indicated that subjects' speech and manual performance were hindered by the concurrent motor activities and that stutterers demonstrated more interference than the nonstutterers. In addition, the tapping-spontaneous speech task resulted in the greatest interfering condition. Results suggest that both intrahemispheric competition and interhemispheric integration processes are involved in the regulation of speech and motor activities. Moreover, the possibility exists that a key difference between stutterers and nonstutterers may be linked to the degree to which these activities are synchronized.     

Developmental differences in the use of peripheral vision during catching performance

Recently, it has been argued that peripheral vision may control adequate orientation of catching limbs, although questions have been raised of whether this remains the case as skill develops. The aim of the present study was to remediate previous methodological deficiencies to verify whether developmental differences exist in the extent of the functional visual field. A further aim included examining the importance of peripheral vision as a control process for effector orientation during catching without recourse to an occlusion technique. Previous arguments that peripheral vision may be necessary in controlling one-handed catching performance were extended to a two-handed catching task. Male subjects (n = 80) were required to perform a two-handed catch and simultaneously process a peripheral visual signal presented either early in, in the middle of, or late in flight. Developmental differences were noted between the age groups (mean ages = 10, 12, 16, and 20 years) in the ability to divide visual attention between the ball in flight, location of hands, and the peripheral cue acting as a probe. Evidently, the ability to allocate control of effects to the articular proprioceptive system develops with age because there was an obvious improvement in peripheral visual processing performance during the late segment of flight. Specifically, it appears that between the ages of 12 and 15 years catchers develop the capacity to increase the functional control of the articular proprioceptive system, as indicated by a significant decrease in peripheral visual errors during the late segment made by the latter age group. Limited evidence is also presented suggesting that the successful allocation of greater control to the articular proprioceptive system changes as a function of practice and experience with the specific central task, thus overcoming initial reliance on sight of the catching hands.     

Developmental and individual differences in performance on phonological synthesis tasks

This study was conducted in order to examine the role of individual differences in working memory and lexical access in accounting for age and reading skill related differences in performance on phonological synthesis tasks. The performance of 28 kindergarten, first-, and second-grade children with normal reading skills, as well as that of 28 reading-disabled second graders, was compared under four testing conditions. The testing conditions were formed by completely crossing rate of presentation of phoneme strings with type of stimulus to be blended (real or nonword). Both independent variables affected performance on the blending tasks, with better performance obtained at faster presentation rates and with real words. There was a developmental discontinuity in overall performance, with the kindergarten children obtaining substantially lower scores than the first or second graders. In the comparison of second-grade good and poor readers, there was a significant interaction between groups, presentation rates, and type of stimulus. The findings are discussed in terms of their implications for a general model of performance on the sound blending task, as well as their value for interpreting individual differences on the task.     

Directional preferences in turning behavior of girls and boys

Turning biases in humans and animals are known to be related to dopaminergic asymmetry between the brain hemispheres. A laboratory method, in which turning preference was evaluated, was adapted based upon the turning of the subject toward a particular sound in a square room. One of the aims of this study was to investigate the reliability of this method with children, and the other aim was to research the turning preference in boys and girls. 31 children between 7 and 13 yr. old volunteered as subjects, and 17 subjects were retested. The subjects tended significantly to turn leftward (60.1%), and fewer girls (53.7%) turned to the left than boys (66.2%). The correlation between the test and the retest was significant (r=.79, p< .01). Most studies have indicated that humans in childhood and adulthood exhibit left-turning preference, but conflicts between the results obtained on different types of rotation tasks have suggested that hemispheric dopaminergic activity might affect preference. That needs study.     

Serious and playful aggression in Brazilian girls and boys

We report on an observational study on sex differences in serious and playful aggression in early childhood. The sample included 14 girls and 14 boys, aged 2 to 4. The study was carried out in Porto Alegre, Brazil. Half of the subjects attended a nursery school for children from a favela (slum district); the others attended a nursery school that was run by a local university and represented the life conditions of the middle class of the Brazilian society. Each of the children was observed at school for 3 hours (divided into 12–15 minutes episodes) through a focal sampling technique. Significant sex differences are found for the frequency of playful aggression for both the actor's and the victim's part of the aggressive act, but for the actor's role the effect holds only for the middle class setting. There are also tremendous differences between the frequencies of serious aggression in girls and some of the boys, although the effect is not statistically significant. When several types of aggression are compared, it becomes evident that sex differences are restricted to bullying (dominant aggression). The rates of instrumental and reactive aggression are similar in both sexes. Girls and boys from the favela setting do not differ in the relative importance of the different types of serious aggression, but in middle class children the proportion of acts of bullying is much higher in boys than in girls.Revised and elaborated version of the contribution to the Paper Session onFemale Aggression at the90th Annual Meeting of the American Anthropological Association in Chicago, 1991. We thank Claúdio Simon Hutz and Tânia Sperb who helped us to carry out the observations and Simone Schenk and Iris Seltenreich for help in data analysis. We are also grateful to the children and the staff of two nursery schools in Porto Alegre, Brazil, who participated in the study.     

Prominence of girls and boys in the classroom: Schoolchildren's perceptions

Several studies have revealed teachers' asymmetric perceptions of girls and boys in their classes. The present research examines these effects on schoolchildren's own perceptions of the prominence of male and female peers in school relevant categories. A total of 147 (native born, Jewish middle class) second and sixth graders participated in the study. A questionnaire in two versions was prepared: One formulated in the masculine plural, habitually used in Hebrew as the generic plural for both sexes. The other in both masculine and feminine (optional he/she) plural, also admissible in Hebrew usage. Overall, students judged more boys as prominent, even more so in sixth grade. Subjects also pointed to same-sex peers as prominent. Surprisingly, the sex-optional formulation of the questionnaire did not decrease stereotyping perceptions. Results raise questions about the status of girls in school. Implications for girls' future as achievers in modern society are discussed. Furthermore, the effectiveness of language manipulation in Hebrew regarding sexist vs. nonsexist attitudes is put into question.