Burman douglas sex differences
A number of neuroimaging studies also identified sex differences word level: Although it may be understood that individual differences have little effect on L1 acquisition, previous behavioral studies on L1 acquisition have reported sex differences, in which faster language development in girls is consistently found ranging from word level Doran, ;Huttenlocher et al. This pattern suggests that girls rely on a supramodal language network, whereas boys process visual and auditory words differently. Ask a woman for directions and you may hear something like: Given boys' sensory approach, boys might be more effectively evaluated on knowledge gained from lectures via oral tests and on knowledge gained by reading via written tests. Activation in the left inferior frontal and fusiform regions of girls was also correlated with linguistic accuracy irregardless of stimulus modality, whereas correlation with performance accuracy in boys depended on the modality of word presentation either in visual or auditory association cortex.
Presented in an auditory mode, they heard words aloud but did not see them. The tasks were delivered in two sensory modalities -- visual and auditory. Ask a woman for directions and you may hear something like: The researchers found that girls still showed significantly greater activation in language areas of the brain than boys. While the second explanation puts males at a disadvantage in more abstract language function, those kinds of sensory associations may have provided an evolutionary advantage for primitive men whose survival required them to quickly recognize danger-associated sights and sounds. In hearing words, boys' performance depended on how hard auditory areas of the brain worked. To their astonishment, however, this was not at all the case for boys. Given boys' sensory approach, boys might be more effectively evaluated on knowledge gained from lectures via oral tests and on knowledge gained by reading via written tests. This pattern suggests that girls rely on a supramodal language network, whereas boys process visual and auditory words differently. Using functional magnetic resonance imaging fMRI , the researchers measured brain activity in 31 boys and in 31 girls aged 9 to 15 as they performed spelling and writing language tasks. The existence of sex differences seems to be task-dependent: Sex differences were here identified in children ages across two linguistic tasks for words presented in two modalities. Vanderbilt University Abstract Why females generally perform better on language tasks than males is unknown. Activation in the left inferior frontal and fusiform regions of girls was also correlated with linguistic accuracy irregardless of stimulus modality, whereas correlation with performance accuracy in boys depended on the modality of word presentation either in visual or auditory association cortex. Do you want to read the rest of this article? For girls, whose language processing appears more abstract in approach, these different testing methods would appear unnecessary. This could result simply from girls developing faster than boys, in which case the differences between the sexes might disappear by adulthood. Activation in the left fusiform region was additionally correlated with performance on standardized language tests in which girls performed better, additional evidence of its role in early sex differences for language. Or, an alternative explanation is that boys create visual and auditory associations such that meanings associated with a word are brought to mind simply from seeing or hearing the word. Bilateral activation in the inferior frontal and superior temporal gyri and activation in the left fusiform gyrus of girls was greater than in boys. And their performance accuracy correlated with the degree of activation in some of these language areas. A number of neuroimaging studies also identified sex differences word level: If that pattern extends to language processing that occurs in the classroom, it could inform teaching and testing methods. For the first time -- and in unambiguous findings -- researchers from Northwestern University and the University of Haifa show both that areas of the brain associated with language work harder in girls than in boys during language tasks, and that boys and girls rely on different parts of the brain when performing these tasks. The information in the tasks got through to girls' language areas of the brain -- areas associated with abstract thinking through language. If the pattern of females relying on an abstract language network and of males relying on sensory areas of the brain extends into adulthood -- a still unresolved question -- it could explain why women often provide more context and abstract representation than men. When visually presented, the children read certain words without hearing them.
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