Boys and girls show no gender difference in numerosity perception in infancy at 6 months of age¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q3 i? Among 80 6-month-old infants, boys and girls showed equivalent preferential looking preference for the numerically alternating image stream, with no significant difference in mean preference or variance. → Kersey 2018

Evidence¶

Kersey 2018¶

Kersey, A. J., Braham, E. J., Csumitta, K. D., Libertus, M. E., & Cantlon, J. F. (2018). No intrinsic gender differences in children's earliest numerical abilities. npj Science of Learning, 3, 12. https://doi.org/10.1038/s41539-018-0028-7

q3 · i? · associational · r2

Previously published data from 80 6-month-old infants (38 girls, 42 boys) using a preferential looking paradigm with alternating vs. non-changing numerosity image streams. "An independent-samples t test and Schuirmann 's test of equivalence revealed no gender differences" with t(78) = 0.14, p = 0.89, and both equivalence tests significant.

"An independent-samples t test and Schuirmann 's test of equivalence revealed no gender differences ( t test: t(78) = 0.14, p = 0.89, difference = 0.41%, 95% confidence interval (CI) = −6 to 7; equivalence test: t1(78) = 2.36, p = 0.01; t2(78) = −2.08, p = 0.026)"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Boys and girls show equal variability in early mathematical performance across all measured tasks — related
• Boys and girls show no significant gender difference on the Give-N task of cardinal number knowledge, though statistical equivalence was not established — related
• Boys and girls show no gender difference in rote memorization of the verbal counting sequence (How High task) — related
• Boys and girls show no gender difference in overall early math achievement on the TEMA-3 — related
• The ease of learning varies with age from infancy to old age, informing timing of formal education and interventions — related