Boys and girls show no significant gender difference on the Give-N task of cardinal number knowledge, though statistical equivalence was not established¶

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 123 children aged 2.98–5.47 years, boys and girls showed no statistically significant difference on the Give-N task of cardinal and counting principle knowledge, but equivalence tests failed to confirm 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 123 children (65 girls, 58 boys; mean age = 3.87 years) asked to produce sets of 1–10 objects. "An independent-samples t test revealed no statistical difference between boys and girls" with t(121) = 1.67, p = 0.097; equivalence test t2 p = 0.13 failed to reach significance.

"An independent-samples t test revealed no statistical difference between boys and girls, but Schuirmann 's tests of equivalence test failed to find statistical equivalence ( t test: t(121) = 1.67, p = 0.097, boys'mean = 6.38, girls' mean = 5.26, difference = 1.12, 95% CI = −0.2 to 2.44"

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 gender difference in numerosity perception in infancy at 6 months of age — 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