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Open AccessJournal ArticleDOI

Can Sex Differences in Science Be Tied to the Long Reach of Prenatal Hormones? Brain Organization Theory, Digit Ratio (2D/4D), and Sex Differences in Preferences and Cognition

Jeffrey M. Valla, +1 more
- 01 Mar 2011 - 
- Vol. 6, Iss: 2, pp 134-146
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TLDR
This work examines the evidence for 2D/4D and its putative role as a biomarker for organizational features that influence cognitive abilities/interests predisposing males toward mathematically and spatially intensive careers, and focuses on the debate over brain organization theory as the theoretical stage.
Abstract
Brain organization theory posits a cascade of physiological and behavioral changes initiated and shaped by prenatal hormones. Recently, this theory has been associated with outcomes including gendered toy preference, 2D/4D digit ratio, personality characteristics, sexual orientation, and cognitive profile (spatial, verbal, and mathematical abilities). We examine the evidence for this claim, focusing on 2D/4D and its putative role as a biomarker for organizational features that influence cognitive abilities/interests predisposing males toward mathematically and spatially intensive careers. Although massive support exists for early brain organization theory overall, there are myriad inconsistencies, alternative explanations, and outright contradictions that must be addressed while still taking the entire theory into account. Like a fractal within the larger theory, the 2D/4D hypothesis mirrors this overall support on a smaller scale while likewise suffering from inconsistencies (positive, negative, and sex-...

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Citations
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Understanding current causes of women’s underrepresentation in science

TL;DR: It is concluded that differential gendered outcomes in the real world result from differences in resources attributable to choices, whether free or constrained, and that such choices could be influenced and better informed through education if resources were so directed.
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Women in Academic Science: A Changing Landscape

TL;DR: Although in the past, gender discrimination was an important cause of women’s underrepresentation in scientific academic careers, this claim has continued to be invoked after it has ceased being a valid cause, and the results reveal that early sex differences in spatial and mathematical reasoning need not stem from biological bases.
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Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions.

TL;DR: Six explanations for US women’s underrepresentation in math-intensive STEM fields are summarized and evidence-based recommendations for policy and practice to improve STEM diversity are proposed and recommendations for future research directions are proposed.
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The new science of cognitive sex differences

TL;DR: Surprising new findings indicate that many conclusions about sex differences and similarities in cognitive abilities need to be reexamined and how biological and environmental factors interact could help maximize cognitive potential and address pressing societal issues.
References
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BookDOI

From Neurons to Neighborhoods: The Science of Early Childhood Development

TL;DR: From Neurons to Neighborhoods as discussed by the authors presents the evidence about "brain wiring" and how children learn to learn to speak, think, and regulate their behavior, and examines the effect of the climate-family, child care, community-within which the child grows.
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Sexual Strategies Theory: An Evolutionary Perspective on Human Mating

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Journal ArticleDOI

Nature-nuture reconceptualized in developmental perspective: A bioecological model.

TL;DR: The authors propose an empirically testable theoretical model that goes beyond and qualifies the established behavioral genetics paradigm by allowing for nonadditive synergistic effects, direct measures of the environment, and mechanisms of organism-environment interaction through which genotypes are transformed into phenotypes.
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Cross-National Patterns of Gender Differences in Mathematics:

TL;DR: In this article, the authors meta-analyzed two major international data sets, the 2003 Trends in International Mathematics and Science Study and the Programme for International Student Assessment, representing 493,495 students 14-16 years of age, to estimate the magnitude of gender differences in mathematics achievement, attitudes and affect across 69 nations throughout the world.
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