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Developmental sex differences in verbal learning

J H Kramer1, D C Delis, E Kaplan

  • 1Department of Psychiatry, University of California, Medical Center, San Francisco 94143, USA. kramer@itsa.ucsf.edu

Neuropsychology
|November 5, 1997
PubMed
Summary
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Girls demonstrate superior verbal learning and memory skills compared to boys from ages 5 to 16. These sex differences in verbal memory emerge early and persist throughout childhood and adolescence.

Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Cognitive Science

Background:

  • Sex differences in adult verbal learning and memory are documented.
  • Limited research exists on the emergence and developmental trajectory of these differences in children.

Purpose of the Study:

  • To investigate sex differences in verbal learning and memory in children aged 5–16 years.
  • To determine when these differences emerge and how they develop over time.

Main Methods:

  • Administered the California Verbal Learning Test--Children's Version to 401 boys and 410 girls (ages 5–16).
  • Assessed immediate and delayed recall, delayed recognition, strategy use, and intrusion errors.
  • Controlled for vocabulary knowledge using the Wechsler Intelligence Scale for Children--Revised Vocabulary subtest.

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Main Results:

  • Significant sex differences in verbal learning and memory were observed across all age levels.
  • Girls outperformed boys in immediate and delayed recall and delayed recognition.
  • Girls utilized semantic clustering strategies more effectively and exhibited better long-term memory mechanisms.
  • Boys made more intrusion errors and showed greater susceptibility to interference.

Conclusions:

  • Female superiority in verbal learning emerges by age 5 and persists through adolescence.
  • These differences are not attributable to variations in overall word knowledge.
  • Findings highlight distinct developmental trajectories in verbal memory between sexes.