Thursday, March 29, 2012

Neuroimaging and Gender Difference - Vitual Issue

An incredible number of recent studies on gender differences in all sorts of areas, including children:

I. Studies using blood flow based measure

Sex differences in the medial temporal lobe during encoding and recognition of pseudowords and abstract designs

Gender differences in partial-volume corrected brain perfusion using brain MRI in healthy children

The role of the prefrontal cortex in controlling gender-stereotypical associations: A TMS investigation

Boys do it the right way: Sex-dependent amygdala lateralization during face processing in adolescents

Hemisphere- and gender-related differences in small-world brain networks: A resting-state functional MRI study

The role of the prefrontal cortex in controlling gender-stereotypical associations: A TMS investigation

II. Studies dealing with anatomical structures

Regional variation, hemispheric asymmetries and gender differences in pericortical white

A critical re-examination of sexual dimorphism in the corpus callosum microstructure

Men and women are different: Diffusion tensor imaging reveals sexual dimorphism in the microstructure of the thalamus, corpus callosum and cingulum

Beyond age and gender: Relationships between cortical and subcortical brain volume and cognitive-motor abilities in school-age children

Age- and gender-related changes in the normal human brain using hybrid diffusion imaging (HYDI)

The link between callosal thickness and intelligence in healthy children and

Genetics of white matter development: A DTI study of 705 twins and their siblings aged 12 to 29


Thursday, March 22, 2012

Medicine and Gender Gaps

The medical community seems to be very comfortable with embracing gendered data and possible gendered treatments, "This landmark study shows that gender-specific dosing is desperately needed in modern medicine" ... Hopefully educators will take gender seriously soon.

Saturday, March 17, 2012

Stress and Gender Differences

Looking at biological factors and potential differences of stress is important for educators.  We have known for a long time that persistent stress is bad for students (and all people!)  But there may be different tendencies (not absolutes) that educators need to consider in regards to rules and consequences, different forms of assessment, beginning and ending classroom procedures to name a few.  What are your thoughts?