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Variability in neurocognitive performance: Age, gender, and school-related differences in children and from ages 6 to
Renata Kochhann1, Hosana Alves Gonçalves1, Janice da Rosa Pureza1
1a Psychology Department, Post-Graduate Program in Psychology, Human Cognition , Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul , Brasil.
Insights
Children's cognitive development varies by age, gender, and school type. Older children, girls, and those in private schools showed better performance on neuropsychological assessments, highlighting diverse developmental influences.
Area of Science:
- Child neuropsychology
- Developmental psychology
- Educational psychology
Background:
- Cognitive development in children is influenced by various factors.
- Limited research has examined the combined effects of age, gender, and school type on cognitive abilities.
- Understanding these influences is crucial for tailored educational and developmental support.
Purpose of the Study:
- To investigate the main effects of age, gender, and type of school on children's cognitive development.
- To explore the interactions among age, gender, and school type in different cognitive domains.
- To provide insights into the heterogeneity of neuropsychological development in children.
Main Methods:
- A sample of 419 children aged 6 to 12 years was assessed.
- The Child Brief Neuropsychological Assessment Battery (NEUPSILIN-Inf) was used for evaluation.
- Statistical analyses were performed to determine main effects and interactions.
Main Results:
- Older children demonstrated superior cognitive performance compared to younger children.
- Children attending private schools exhibited better results than those in public schools.
- Girls generally outperformed boys in the assessed cognitive domains.
- Significant interactions were found between age, gender, and school type across various cognitive areas.
Conclusions:
- Cognitive development in children is a complex process influenced by multiple interacting factors.
- Age, gender, and school type are significant determinants of neuropsychological outcomes.
- The findings underscore the importance of considering individual differences and environmental contexts in child development research and practice.
Abstract:
Cognitive development in children presents peculiarities according to groups of age, gender, and type of school. Few studies have been investigating the effects of all these factors. The aim of this study was to investigate the main effects and the interactions of age, gender, and type of school in 419 children from ages 6 to 12 years old evaluated by the Child Brief Neuropsychological Assessment Battery (NEUPSILIN-Inf). Older children, children in private schools and girls presented better results. Interactions between all three independent variables were observed in different cognitive domains. The results highlight both the heterogeneity and the influence of multiple factors in children's neuropsychological development.