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SEX DIFFERENCES IN VERBAL AND VISUAL-SPATIAL TASKS UNDER DIFFERENT HEMISPHERIC VISUAL-FIELD PRESENTATION CONDITIONS.

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Title: SEX DIFFERENCES IN VERBAL AND VISUAL-SPATIAL TASKS UNDER DIFFERENT HEMISPHERIC VISUAL-FIELD PRESENTATION CONDITIONS.
Authors: Boyle, Gregory J. gregb@bond.edu.au, Furedy, John J., Neumann, David L., Westbury, H. Rae
Source: Perceptual & Motor Skills. Apr2010, Vol. 110 Issue 2, p396-410. 15p.
Subject Terms: *Gender differences in education, *Individual differences, *College graduates, *Cognitive learning, *Visual learning, Social aspects
Geographic Terms: Australia
Abstract: This paper reports sex differences in cognitive task performance that emerged when 39 Australian university undergraduates (19 men, 20 women) were asked to solve verbal (lexical) and visual-spatial cognitive matching tasks which varied in difficulty and visual field of presentation. Sex significantly interacted with task type, task difficulty, laterality, and changes in performance across trials. The results revealed that the significant individual-differences' variable of sex does not always emerge as a significant main effect, but instead in terms of significant interactions with other variables manipulated experimentally. Our results show that sex differences must be taken into account when conducting experiments into human cognitive-task performance. [ABSTRACT FROM AUTHOR]
Copyright of Perceptual & Motor Skills is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: <searchLink fieldCode="AR" term="%22Boyle%2C+Gregory+J%2E%22">Boyle, Gregory J.</searchLink><i> gregb@bond.edu.au</i><br /><searchLink fieldCode="AR" term="%22Furedy%2C+John+J%2E%22">Furedy, John J.</searchLink><br /><searchLink fieldCode="AR" term="%22Neumann%2C+David+L%2E%22">Neumann, David L.</searchLink><br /><searchLink fieldCode="AR" term="%22Westbury%2C+H%2E+Rae%22">Westbury, H. Rae</searchLink>
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  Data: *<searchLink fieldCode="DE" term="%22Gender+differences+in+education%22">Gender differences in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink><br />*<searchLink fieldCode="DE" term="%22College+graduates%22">College graduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Visual+learning%22">Visual learning</searchLink><br /><searchLink fieldCode="DE" term="%22Social+aspects%22">Social aspects</searchLink>
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  Data: This paper reports sex differences in cognitive task performance that emerged when 39 Australian university undergraduates (19 men, 20 women) were asked to solve verbal (lexical) and visual-spatial cognitive matching tasks which varied in difficulty and visual field of presentation. Sex significantly interacted with task type, task difficulty, laterality, and changes in performance across trials. The results revealed that the significant individual-differences' variable of sex does not always emerge as a significant main effect, but instead in terms of significant interactions with other variables manipulated experimentally. Our results show that sex differences must be taken into account when conducting experiments into human cognitive-task performance. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Perceptual & Motor Skills is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.2466/PMS.110.2.396-410
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        Text: English
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      – SubjectFull: College graduates
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