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Does gender affect Bayley-III scores and test-taking behavior?

Marianne T Krogh1, Mette S Væver1

  • 1Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A 1353 Copenhagen K, Denmark.

Infant Behavior & Development
|August 25, 2019
PubMed
Summary

This study found significant gender differences in the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) scores. Girls generally scored higher than boys on cognitive, language, and motor scales, particularly at later ages.

Keywords:
BRSBayley-IIIDevelopmental assessmentGenderInfant assessmentTest-taking behavior

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Area of Science:

  • Developmental Psychology
  • Pediatric Neurodevelopment
  • Psychometrics

Background:

  • The Bayley-III is a widely used developmental assessment tool.
  • Current norms lack gender-specific data, potentially limiting interpretation.
  • Understanding gender differences is crucial for accurate developmental evaluation.

Purpose of the Study:

  • To investigate gender differences in Bayley-III scores in typically developing children.
  • To examine gender variations in test-taking behavior using the Behavior Rating Scale (BRS).
  • To contribute to the development of gender-specific norms for the Bayley-III.

Main Methods:

  • Longitudinal assessment of 55 typically developing children at multiple time points (4-36 months).
  • Administration of the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III).
  • Behavioral observation using the Behavior Rating Scale (BRS) at 36 months.

Main Results:

  • Significant gender differences observed in Cognitive (24, 36 months), Language (10, 13, 24, 36 months), and Motor (36 months) scales.
  • Girls consistently achieved higher mean scores than boys where differences were significant.
  • No gender differences in BRS scores, but higher Bayley-III scores correlated with compliant behavior.

Conclusions:

  • Gender-specific differences exist in Bayley-III performance, with girls outperforming boys in certain domains and age ranges.
  • Test-taking behavior did not differ by gender, but compliance was linked to higher cognitive and motor scores.
  • The findings highlight the need for gender-specific norms in developmental assessments like the Bayley-III.