The Development of Working Memory: Sex Differences in Accuracy and Reaction Times

IF 1.6 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Journal of Cognition and Development Pub Date : 2023-03-02 DOI:10.1080/15248372.2023.2178437
Paul Ibbotson, Ernesto Roque-Gutierrez
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引用次数: 1

Abstract

ABSTRACT Small but robust differences in cognition exist between the sexes in adult populations. Studying sex differences in children’s cognition can bring insight into when, where and how these differences might emerge in development. Here, we focus on differences in working memory because of its importance in underpinning a wide range of complex cognitive tasks and developmental outcomes for children. Using two levels of difficulty on a standard test of working memory (N-Back), data from 104 6- to 7-year-olds in Cuba showed that boys have quicker reaction times, but girls provide more accurate responses. With a comparable true positive rate between boys and girls, the sex differences in both accuracy and reaction times were limited to false-positive responses. Sex differences were consistent across levels of task difficulty and persisted after speed-accuracy trade-offs were considered. We argue that avoiding false positives requires a particularly strong role for inhibitory control and that this emerges in development according to a different maturational schedule for girls than it does for boys, underpinned by quantitative and qualitative differences in the development of brain areas that support this function.
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工作记忆的发展:准确性和反应时间的性别差异
在成年人群中,性别之间的认知存在着微小但明显的差异。研究儿童认知方面的性别差异可以深入了解这些差异在发展过程中可能出现的时间、地点和方式。在这里,我们将重点放在工作记忆的差异上,因为它在支持儿童广泛的复杂认知任务和发展结果方面具有重要意义。在工作记忆(N-Back)的标准测试中,对104名6至7岁的古巴儿童进行了两级难度的测试,结果显示,男孩的反应速度更快,而女孩的反应更准确。男孩和女孩之间的真阳性率相当,准确性和反应时间的性别差异仅限于假阳性反应。性别差异在任务难度水平上是一致的,在考虑了速度和准确性的权衡之后,性别差异仍然存在。我们认为,避免误报需要抑制控制发挥特别强大的作用,而这在女孩和男孩的发育过程中根据不同的成熟时间表出现,这是由支持该功能的大脑区域发育的数量和质量差异所支撑的。
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
29
期刊介绍: The Journal of Cognition and Development is the official journal of the Cognitive Development Society (CDS). Some CDS members are concerned with basic research or theory; others focus on policy issues and practical applications. The range of interests includes cognitive development during all stages of life, and we seek to understand ontogenetic processes in both humans and nonhumans. Finally, their interests encompass typical as well as atypical development, and we attempt to characterize both biological and cultural influences on cognitive change and continuity.
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