ORCID Profile
0000-0003-1227-9806
Current Organisation
Griffith University
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Publisher: Springer International Publishing
Date: 14-10-2016
Publisher: Springer Science and Business Media LLC
Date: 16-06-2019
Publisher: Elsevier BV
Date: 2016
Publisher: Springer Science and Business Media LLC
Date: 03-03-2012
Publisher: American Psychological Association (APA)
Date: 08-2015
DOI: 10.1037/EDU0000012
Publisher: American Psychological Association (APA)
Date: 10-2019
DOI: 10.1037/AMP0000505
Abstract: Hyde, Bigler, Joel, Tate, and van Anders (2019) opened debate on the treatment by psychologists and researchers of sex-gender as a dichotomous variable (male-female) and the utility of alternative conceptions. In doing so though, they framed the alternative to a gender-binary as treating gender as a categorical variable. Hyde et al.'s review obscures important contributions of a large number of psychological researchers who for decades have treated gender as a continuous variable. Their work offers a forceful contrast to the traditional gender-binary approach and also has a direct bearing on some of the questions raised by Hyde et al., including gender differences in prevalence of depression. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Publisher: Frontiers Media SA
Date: 07-02-2022
DOI: 10.3389/FPSYG.2022.812483
Abstract: Despite evidence from cognitive psychology that men and women are equal in measured intelligence, gender differences in self-estimated intelligence (SEI) are widely reported with males providing systematically higher estimates than females. This has been termed the male hubris, female humility effect. The present study explored personality factors that might explain this. Participants ( N = 228 103 male, 125 female) provided self-estimates of their general IQ and for Gardner’s multiple intelligences, before completing the Cattell Culture Fair IQ test as an objective measure of intelligence. They also completed the Bem Sex Role Inventory (BSRI) as a measure of sex-role identification, and measures of general and academic self-esteem. Both gender and sex-role differences were observed for SEI, with males and participants of both genders who scored high in masculinity offering higher self-estimates. By comparing estimated and observed IQ, we were able to rule out gender differences in overall accuracy but observed a pattern of systematic underestimation in females. An hierarchical multiple regression showed significant independent effects of gender, masculinity, and self-esteem. Mixed evidence was observed for gender differences in the estimation of multiple intelligences, though moderately sized sex-role differences were observed. The results offer a far more nuanced explanation for the male hubris, female humility effect that includes the contribution of sex role identification to in idual and group differences.
Publisher: Unpublished
Date: 2015
Publisher: Oxford University Press
Date: 30-07-2020
DOI: 10.1093/ACREFORE/9780190264093.013.928
Abstract: The topic of gender differences in reading, writing, and language development has long been of interest to parents, educators, and public-policy makers. While some researchers have claimed that gender differences in verbal and language abilities are disappearing, careful evaluation of the scientific research shows otherwise. Examination of nationally representative s les of educational achievement data show that there are moderately sized gender differences in reading achievement favoring girls and women ( d = −0.19 to −0.44 across age groups), and substantially larger gender differences in writing ( d = −0.42 to −0.62), spelling (d = −0.39 to −0.50), and grammar ( d = −0.39 to −0.42). Explanations for observed gender differences in verbal and language abilities suggest a complex network of biological, social, and cultural forces rather than any single factor.
Publisher: Unpublished
Date: 2015
Publisher: Informa UK Limited
Date: 12-09-2023
Publisher: Springer Science and Business Media LLC
Date: 03-04-2013
Publisher: Elsevier
Date: 2023
Publisher: Elsevier
Date: 2023
Publisher: American Psychological Association (APA)
Date: 05-2019
DOI: 10.1037/AMP0000356
Abstract: A frequently observed research finding is that females outperform males on tasks of verbal and language abilities, but there is considerable variability in effect sizes from s le to s le. The gold standard for evaluating gender differences in cognitive ability is to recruit a large, demographically representative s le. We examined 3 decades of U.S. student achievement in reading and writing from the National Assessment of Educational Progress to determine the magnitude of gender differences (N = 3.9 million), and whether these were declining over time as claimed by Feingold (1988). Examination of effect sizes found a developmental progression from initially small gender differences in Grade 4 toward larger effects as students progress through schooling. Differences for reading were small-to-medium (d = -.32 by Grade 12), and medium-sized for writing (d = -.55 by Grade 12) and were stable over the historical time. Additionally, there were pronounced imbalances in gender ratios at the lower left and upper right tails of the ability spectrum. These results are interpreted in the context of Hyde's (2005) gender similarities hypothesis, which holds that most psychological gender differences are only small or trivial in size. Language and verbal abilities represent one exception to the general rule of gender similarities, and we discuss the educational implications of these findings. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Publisher: Public Library of Science (PLoS)
Date: 10-07-2012
No related grants have been discovered for David Reilly.