Boys hold advantages on all spatial measures while girls are more attentive in classroom settings¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Boys had advantages on all spatial measures (ds = .29 to .58) and girls were more attentive in classroom settings (ds = −.28 to −.37). → Geary David C. 2023

Evidence¶

Geary David C. 2023¶

Geary David C., Hoard Mary K., Nugent Lara, Ünal Zehra E. (2023). Sex Differences in Developmental Pathways to Mathematical Competence. Journal of Educational Psychology. https://doi.org/10.1037/edu0000763

q3 · i2 · associational · r2

Results-section report of mean sex differences in the same 342-adolescent longitudinal sample, covering spatial measures (JLAP, MRT, Corsi) and teacher SWAN in-class attention ratings. The article prints the effect sizes ds = .29 to .58 favoring boys on spatial measures and ds = −.28 to −.37 favoring girls on attention.

"In keeping with prior studies, boys had advantages on all spatial measures (ds = .29 to .58) and girls were more attentive in classroom settings (ds = −.28 to −.37)."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• The spatial pathway to mathematical competence is relatively more important for boys and the in-class attention pathway for girls, confirming the differential contributions hypothesis — possibly the same claim (merge candidate)