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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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No intrinsic gender differences in children's earliest numerical abilities.

Alyssa J Kersey1,2, Emily J Braham3,4, Kelsey D Csumitta1

  • 11Department of Brain and Cognitive Sciences, University of Rochester, Rochester, NY 14627 USA.

NPJ Science of Learning
|January 12, 2019
PubMed
Summary

Boys and girls show no differences in early math abilities. This study found equal quantitative and mathematical skills in children from infancy through elementary school, challenging claims of innate gender disparities.

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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Educational Psychology

Background:

  • Sociocultural factors complicate assessment of intrinsic gender differences in STEM aptitude.
  • Claims of innate gender differences in math ability suggest early emergence in development.

Purpose of the Study:

  • To examine cross-sectional gender differences in mathematical cognition in children aged 6 months to 8 years.
  • To investigate early numerical development milestones: numerosity perception, counting, and basic math concepts.
  • To test for statistical differences and equivalence in performance between boys and girls.

Main Methods:

  • Compiled data from five published studies and unpublished longitudinal records.
  • Analyzed performance across three key numerical development milestones.
  • Utilized statistical tests for differences and equivalence in mean performance and variability.

Main Results:

  • Consistently found no statistical differences between boys and girls in early quantitative and mathematical abilities.
  • Revealed equivalent performance between genders across all stages of numerical development examined.
  • Demonstrated that boys and girls are equally equipped for mathematical reasoning in early childhood.

Conclusions:

  • Early childhood mathematical abilities do not exhibit gender differences.
  • Sociocultural influences, not intrinsic aptitude, likely contribute to later gender disparities in STEM.
  • Findings support equal potential for boys and girls in mathematics from an early age.