{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/68837"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/68837","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Sex Differences in Cognitive Performance on Piaget-Like Tasks: A Meta-Analysis of Findings","abstract":"A meta-analysis of findings from 70 American and foreign studies comparing school-aged boys' and girls' performances during 1965-81 on Piaget-like tests of cognitive functioning was conducted. The results showed a small but rather consistent sex difference in favor of males. With a slight superiority of girls in classification and seriation, boys slightly but consistently outperformed girls in the cognitive operations such as conservation, spatial visualization, proportional reasoning, disembedding, and field articulation. The overall magnitude of effect size, however, was small than that which is generally implied (ES = .32). The means for boys and girls are actually less than half a standard deviation apart. The analyses of variance and regression analyses yielded the following independent variables as significant in explaining the variance in the value of effect size: cognitive domain, response mode, region of country, sample selection, and type of community. Year of publication, type of task and task characteristics in combination with sample selection and sample characteristics explained only 31% of the variance. Problems and concerns related to methodological quality of the synthesized studies are discussed, and some practical implications are offered.","abstract_html":"A meta-analysis of findings from 70 American and foreign studies comparing school-aged boys' and girls' performances during 1965-81 on Piaget-like tests of cognitive functioning was conducted. The results showed a small but rather consistent sex difference in favor of males. With a slight superiority of girls in classification and seriation, boys slightly but consistently outperformed girls in the cognitive operations such as conservation, spatial visualization, proportional reasoning, disembedding, and field articulation. The overall magnitude of effect size, however, was small than that which is generally implied (ES = .32). The means for boys and girls are actually less than half a standard deviation apart. The analyses of variance and regression analyses yielded the following independent variables as significant in explaining the variance in the value of effect size: cognitive domain, response mode, region of country, sample selection, and type of community. Year of publication, type of task and task characteristics in combination with sample selection and sample characteristics explained only 31% of the variance. Problems and concerns related to methodological quality of the synthesized studies are discussed, and some practical implications are offered.","abstract_has_math":false,"creators":["Tohidi, Nayereh Esfahlani"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:49:17Z","date_published":"2014-12-15T18:49:17Z","updated_at":"2026-07-22T22:25:59Z","subjects":["Education, Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8303006"],"render_values":[{"text":"(UMI)AAI8303006","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/68837","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Tohidi, Nayereh Esfahlani"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:49:17Z","10000-01-01","1982"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/68837","(UMI)AAI8303006"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A meta-analysis of findings from 70 American and foreign studies comparing school-aged boys' and girls' performances during 1965-81 on Piaget-like tests of cognitive functioning was conducted. The results showed a small but rather consistent sex difference in favor of males. With a slight superiority of girls in classification and seriation, boys slightly but consistently outperformed girls in the cognitive operations such as conservation, spatial visualization, proportional reasoning, disembedding, and field articulation. The overall magnitude of effect size, however, was small than that which is generally implied (ES = .32). The means for boys and girls are actually less than half a standard deviation apart. The analyses of variance and regression analyses yielded the following independent variables as significant in explaining the variance in the value of effect size: cognitive domain, response mode, region of country, sample selection, and type of community. Year of publication, type of task and task characteristics in combination with sample selection and sample characteristics explained only 31% of the variance. 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The results showed a small but rather consistent sex difference in favor of males. With a slight superiority of girls in classification and seriation, boys slightly but consistently outperformed girls in the cognitive operations such as conservation, spatial visualization, proportional reasoning, disembedding, and field articulation. The overall magnitude of effect size, however, was small than that which is generally implied (ES = .32). The means for boys and girls are actually less than half a standard deviation apart. The analyses of variance and regression analyses yielded the following independent variables as significant in explaining the variance in the value of effect size: cognitive domain, response mode, region of country, sample selection, and type of community. Year of publication, type of task and task characteristics in combination with sample selection and sample characteristics explained only 31% of the variance. 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