Boys and girls show no gender difference in rote memorization of the verbal counting sequence (How High task)¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among 143 children aged 2–5.5 years, boys and girls did not differ in the highest number they could count to on the How High task, and showed marginal statistical equivalence. → 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

Cross-sectional study of 143 children (71 girls, 72 boys; mean age = 4.10 years) asked to count aloud up to 100. "boys and girls did not show a difference in their ability to memorize the verbal counting sequence" with t(141) = 1.48, p = 0.14; equivalence was marginal (t2 p = 0.06).

"An independent-samples t test revealed that boys and girls did not show a difference in their ability to memorize the verbal counting sequence ( t(141) = 1.48, p = 0.14, boys' mean = 30 girls mean = 23, difference = 7, 95% CI = −2 to 16), and Schuirmann 's tests of equivalence found marginal statistical equivalence"

Discussion¶

Learner Variables¶

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

Related Claims¶

• 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 overall early math achievement on the TEMA-3 — a broader claim this one bears on
• Boys and girls show no gender difference in numerosity perception in infancy at 6 months of age — related
• Boys received more process praise and scored higher in 4th grade math than girls in this sample — related