Sex Referent Cues,Success Estimations,and Performance of Children on a Lateral Jumping Task

This study examined the effects of sex referent cues for the estimation of success, as well as actual performance on a simple motor endurance task. Boys and girls in grades 3 and 5 (N = 160) were randomly assigned to one of three referent groups or a control group. Subjects in the referent groups were given an identical referent score, (48), presented in three different forms: the average score for boys, the average score for girls, and the average score for children. The control group was given no referent score. Subjects were required to estimate their own success and then perform a timed side-to-side jump over a rope. Results suggest that as girls increase in age there is a decrease in their confidence in performing motor skills. Further, boys and girls at the two grade levels responded differently to the sex referent cues.     

Developmental differences in drawing performance of the dominant and non-dominant hand in right-handed boys and girls

This paper addresses the development of fine motor skills in the dominant and non-dominant hand. A total of 60 right-handed children, aged 4-12 years old, were divided in five groups of 12 children, with six girls and six boys in each group. The children were presented with drawing tasks that had to be performed with the dominant and non-dominant hand. Small or large targets had to be connected by lines making either a zigzag (discrete) or slalom (continuous) movement. For each task, effects of age group, gender, hand, and target size were examined for drawing time, percentage of stop time, drawing distance, velocity, and errors. Comparison of stop times in both tasks showed that the zigzag task was performed in a discrete way while the slalom task was performed more continuously, except in the youngest children, who performed both tasks in a discrete manner. With increasing age the children performed the tasks faster, more accurate and with shorter stops. No significant differences were found between boys and girls. While a shorter drawing distance and less errors were observed for the dominant hand in both tasks, drawing time and velocity were not significantly different between both hands. However, the percentage of stop time was higher for the dominant hand. Moving to smaller targets resulted in slower and less accurate performance. A significant interaction of age group and hand was found for errors in both tasks, and for stop time and velocity in the slalom task, suggesting differential maturational changes for both hands in discrete and continuous drawing tasks.     

Physical performance in relation to age, sex, birth order, social class, and sports activities of preschool children

Physical performance of 1,194 preschool children, ages 43 to 84 mo. was related to characteristics of physical growth, cognitive performance, and social variables. Correlations between measures of physical growth and physical performance and between motor and cognitive performance were positive and significant. Physical fitness, body coordination, and manual dexterity improved across age groups. Significant sex differences were found, although boys exceeded on some measures and girls on others. Children with older sisters or brothers performed better than only or first-born children, and children who participated in sports activities outside school outperformed those who did not.     

Left-right differences on timed motor examination in children.

Age-related change in the difference between left- and right-side speed on motor examination may be an important indicator of maturation. Cortical maturation and myelination of the corpus callosum are considered to be related to increased bilateral skill and speed on timed motor tasks. We compared left minus right foot, hand, and finger speed differences using the Revised Physical and Neurological Assessment for Subtle Signs (PANESS; Denckla, 1985); examining 130 typically developing right-handed children (65 boys, 65 girls) ages 7-14. Timed tasks included right and left sets of 20 toe taps, 10 toe-heel alternation sequences, 20 hand pats, 10 hand pronate-supinate sets, 20 finger taps, and 5 sequences of each finger-to-thumb apposition. For each individual, six difference scores between left- and right-sided speeded performances of timed motor tasks were analyzed. Left-right differences decreased significantly with age on toe tapping, heel-toe alternations, hand pronation-supination, finger repetition, and finger sequencing. There were significant gender effects for heel-toe sequences (boys showing a greater left-right difference than girls), and a significant interaction between age and gender for hand pronation-supination, such that the magnitude of the left-right difference was similar for younger, compared with older girls, while the difference was significantly larger for younger, compared to older boys. Speed of performing right and left timed motor tasks equalizes with development; for some tasks, the equalization occurs earlier in girls than in boys.     

Sex Differences in the Pathway from Low Birth Weight to Inattention/hyperactivity

Inattention/hyperactivity is a childhood outcome of low birth weight. However, the mechanisms by which low birth weight leads to inattention/hyperactivity are unclear. This study examined arousal, activation, motor speed, and motor coordination as possible mechanisms, attending to sex differences. 823 children (400 males) from Detroit and surrounding suburbs were assessed with the Child Behavior Checklist and the Teacher Report Form and completed experimental tasks to assess vigilance and activation (Continuous Performance Test signal detection parameters) and motor output speed and control (Grooved Pegboard) at 6 years of age. The relationship between birth weight and inattention/hyperactivity was slightly, but not significantly, stronger for boys than for girls. Arousal, motor speed, and motor coordination significantly partially mediated the relationship between birth weight and inattention/hyperactivity for boys and girls. Moderated mediation was found for the pathway between motor coordination and inattention/hyperactivity such that this relationship was stronger for boys than for girls. Sex differences in the associated features of attention symptoms may reflect partially distinct etiological pathways.     

Sex-typed play of toddlers in a day care center

By the age of 3, boys prefer gross motor and vehicle play and girls prefer doll and housekeeping play. The present study was an attempt to define the age at which these sex differences first appear by observing the play behavior of one- and two-year-olds in a day care center. We observed use of stereotyped toys in children 15 to 35 months old during free play. Boys played more with the masculine toys than with either of the other types, whereas girls showed almost equal use of all three types. Choice of sex-typed toys was more prevalent among older boys, while older girls showed less play with feminine toys than younger girls.     

Gross Motor Performance in Minimally Brain Injured Children

As a pre-requisite to curriculum development, the characteristics of the gross motor performance of special education classes of minimally brain injured boys and girls were described. In general, age changes in mean performance were linear, the scores of the boys being the superior. The level of performance very closely resembled that of comparison groups of educable mentally retarded children from the same school districts.     

Gender biases in children's appraisals of injury risk and other children's risk-taking behaviors

Children ages 6, 8, and 10 years were given tasks designed to assess their beliefs about risk of injury from activities. Children were asked to appraise the risk of injury for boys and girls engaging in various play behaviors and to judge the sex of the character in stories about children engaging in activities that result in injuries. Results revealed gender biases in children's appraisals of injury risk: Both boys and girls rated boys as having a lower likelihood of injury than girls even though the boys and girls were engaging in the exact same activities. Children also showed higher accuracy in identifying the sex of the character in stories of boys' injuries than girls' injuries, and accuracy improved with the participant's age. Overall, the results indicate that by the age of 6 years children already have differential beliefs about injury vulnerability for boys and girls. Although boys routinely experience more injuries than girls, children rate girls as having a greater risk of injury than boys. With increasing age, school-age children develop a greater awareness of the ways in which boys and girls differ in risk-taking activities that lead to injury outcomes.     

Self-recognition and self-regulation: the relationship with socialization trajectories and children's sex

The initial process of self development involves interaction with others and the establishment of relationships taking different paths depending on the socio-cultural context. Self-recognition and self-regulation are considered manifestations of this development between 18 and 24 months of age. This study aimed at analyzing the relationship between these two aspects, maternal beliefs about autonomy and relatedness, as well as identifying differences between boys and girls in this developmental stage. Participants were 94 mothers of different educational levels and their children of 17-22 months of age in two Brazilian cities. Socialization Goals Inventory and Parental Practices in the First Year Inventory were used to collect data on mothers' beliefs. Children performed tasks related to self-recognition (the mirror test) and self-regulation (compliance to requests). The group of mothers studied valued both autonomy and interdependence. Children's responses are consistent with a perspective of relational autonomy, which value both independence and interdependence. Differences were found in relation to sex in both self-recognition and self-regulation, and baby girls showed superior performance than boys in both tasks.     

Relationship between fine/gross motor skills and language and math development in Colombian Caribbean children: A study in Barranquilla

Literature suggests that motor skills are associated with other areas of development or domains, such as language and math, especially at early ages. These results are mainly based on studies developed in medium-to-high sociocultural contexts. Thus, this study was conducted in a medium-to-low-income area. The aim was to know the 4–5 years old children's motor development (both fine and gross motor skills), and its relation to language and mathematical development. A total of 219 Colombian Caribbean children (105 boys and 114 girls) aged 4 and 5 years participated in this study. Results revealed higher motor skills among girls, although differences by gender were not notable. Positive and significant correlations were found between motor skills and language and mathematical skills, although most of the correlations were weak or moderate. Also, it was observed that fine motor skills were less related to language or mathematical development in comparison with gross motor skills, especially among boys. These results suggest that among Colombian Caribbean children gross motor skills could have a higher influence on the development and acquisition of some language and mathematical skills in comparison with fine motor skills.     

Sex-typed motor behaviors of “feminine” boys,conventionally masculine boys,and conventionally feminine girls

The purpose of this study was to determine whether, in four commonly observed childhood behaviors, the gross impression conveyed by “feminine” boys is distinctive from that of conventional boys, and in the direction of conventional girls. Three samples of children age 4–10 years were included in the study: boys with atypical sexual identity (N=12); age-matched conventionally sex-typed boys (N=8); and age-matched girls (N=7). The children were identically costumed to conceal gender and were videotaped while throwing a ball, walking, running, and telling a story. Videotaped segments of behaviors were randomly presented to four raters who judged the sex of the child on a five point scale which ranged from very likely male to very likely female. The analyses indicate that the sample to which the child belonged was the most important factor in explaining the rating the child received. The “feminine” boys occupied an intermediate position, one that was neither distinctly “feminine” nor distinctly “masculine.”     

Sex differences in route learning by children.

Differences between men and women have been reported with respect to route-learning, but sex differences in children on these and related tasks have not been found. In this study, 51 children ages 5 to 12 years were required to learn a route on a map to criterion and then asked to recall landmarks on that route. Boys made significantly fewer errors and took less time and fewer trials to reach criterion in learning the route, and girls recalled more landmarks than boys. Significant main effects for age were also noted on all measures of route learning and landmark recall. These results suggest that the patterns of route learning that have been ascribed to women and men are present in girls and boys.     

The importance of gesture in children's spatial reasoning

On average, men outperform women on mental rotation tasks. Even boys as young as 4 1/2 perform better than girls on simplified spatial transformation tasks. The goal of our study was to explore ways of improving 5-year-olds' performance on a spatial transformation task and to examine the strategies children use to solve this task. We found that boys performed better than girls before training and that both boys and girls improved with training, whether they were given explicit instruction or just practice. Regardless of training condition, the more children gestured about moving the pieces when asked to explain how they solved the spatial transformation task, the better they performed on the task, with boys gesturing about movement significantly more (and performing better) than girls. Gesture thus provides useful information about children's spatial strategies, raising the possibility that gesture training may be particularly effective in improving children's mental rotation skills.     

Effects of performance expectancies created by peer comparison as related to social reinforcement,task difficulty,and age of child

Children in kindergarten-first grades and fourth-sixth grades (6 and 10 years of age, respectively) participated in one of two experiments and performed either a simple motor task or (for older children only) a two-choice simultaneous discrimination task at two difficulty levels. Children received either positive, negative, or no peer comparison statements (describing how other children their age had allegedly performed) and either praise, silence (in Experiment 2 only), or criticism on a fixed-interval 20-second schedule throughout the task. Young children were more responsive to adult evaluation of their performance than to peer comparison. Expectancies created by peer comparisons affected older children's motor performance most if they received reinforcement contrary to the expectancy. In situations requiring greater cognitive ability, older children, particularly boys, responded to the performance expectancies created by positive peer comparison. Older boys, compared with older girls, seemed to be more sensitive to peer comparison and social reinforcement.     

Development of gender labeling: Effect of age of pictured children

Toddlers (27 girls and 25 boys) between 20 and 42 months of age were given three gender discrimination tasks, each consisting of 12 pairs of photographs of girls and boys at one of three age levels: 3, 8, or 13 years. The subject's task was to point to the designated target (girl or boy) on each trial. Subjects' gender discrimination improved with age, with a fairly sharp transition from chance to accurate responding occurring at approximately 29 months. The age of pictured children did not affect performance.     

The effects of sex differences and evaluation on task performance and aspiration

An investigation was conducted of how evaluation differentially affects the performance and aspiration for future performance of 118 high school boys and girls. Subjects were selected to fit into either a superior or average intelligence group. In the high evaluation condition, subjects were instructed that their intelligence was being evaluated in anagram and visual-motor tasks they performed, while those in the low evaluation condition were instructed that the two tasks were being correlated. It was hypothesized that on a highly evaluated task, girls, when compared to boys, would show greater performance debilitation and would have lower aspirations for future performance. Although sex differences were found in performance debilitation and aspiration for future performance, they were not all in the predicted directions. Girls were equally debilitated in anagram performance under both evaluation conditions, while boys were debilitated in anagram performance only under high evaluation. When both boys and girls demonstrated a performance debilitation on the anagram task, their performance declined approximately 10%. No sex differences in performance were found on the visual-motor task. On both tasks, girls' aspirations were significantly affected by evaluation condition. The girls averaged 89% choosing the more difficult task in the low evaluation condition. Evaluation condition had no significant effect on aspiration for boys on either task. Intelligence showed no significant relationships.     

Behavior at 10 and 13 years of age for children with low birth weight

This study was based on data from a longitudinal research program. The cohort consisted of 874 normal children in an entire school grade in a Swedish community. The aim of the study was to investigate the relation between birth weight and behavior at school, for all children and for each sex separately. The results identified specific aspects of behaviour disorder significantly related to low birth weight (LBW) for children at the age of 10 but not at the age of 13. When the sexes were separated, there were no relations between birth weight and deviant behaviour for boys of low birth weight as compared to boys of normal birth weight, while girls of low birth weight showed specific behavioural disorders at age 10 as compared to girls of normal birth weight. For girls reared in families of low parental socioeconomic status, aggressiveness and motor restlessness at age 10 but not at age 13 was also present. Further analyses showed that girls born small-for-gestational age showed lack of school motivation and concentration difficulties both at age 10 and age 13.     

Development of Face Recognition in 5- to 15-Year-Olds

This study focuses on the development of face recognition in typically developing preschool- and school-aged children (aged 5 to 15 years old, n = 611, 336 girls). Social predictors include sex differences and own-sex bias. At younger ages, the development of face recognition was rapid and became more gradual as the age increased up until the age of 11, after which point the influence of age was insignificant. This development could not be sufficiently explained by the improvement in visual attention or design memory tasks. Girls were slightly better than boys at recognizing faces in the youngest age group, but the effect of sex was minor. No significant own-sex bias was found for girls or boys.     

Early sex differences in spatial skill.

This study investigated sex differences in young children's spatial skill. The authors developed a spatial transformation task, which showed a substantial male advantage by age 4 years 6 months. The size of this advantage was no more robust for rotation items than for translation items. This finding contrasts with studies of older children and adults, which report that sex differences are largest on mental rotation tasks. Comparable performance of boys and girls on a vocabulary task indicated that the male advantage on the spatial task was not attributable to an overall intellectual advantage of boys in the sample.     

Gender Differences and Cognitive Correlates of Mathematical Skills in School-Aged Children

Published information concerning the influence of gender on mathematical ability tests has been controversial. The present study examines the performance of school-aged boys and girls from two age groups on several mathematical tasks and analyzes the predictive value of a verbal fluency test and a spatial test on those mathematical tasks. More specifically, our research attempts to answer the following two questions: (1) Are gender differences in mathematical test performance among children interrelated with age and (2) do verbal and spatial nonmathematical tests mediate gender effects on mathematical test performance? Two hundred and seventy-eight 7- to 10-year-old children and 248 13- to 16-year-olds were selected from schools in Colombia and Mexico (231 boys and 295 girls). The age effect was found to be significant for all measures, with scores improving with age. Results showed that boys and girls in both age groups scored similarly in most subtests, but that differences emerged in the performance of mental mathematical operations and in resolving arithmetical problems. In the latter – but not in mental math – older boys outperformed older girls, whereas no gender differences were observed in the younger groups. After controlling for age, it was found that the spatial test was, indeed, a significant mediator of gender effects, while the verbal task was not.