Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education

This large-scale cross-sectional study of schoolchildren aged 8-12 years ( = 152) evaluates two factors which potentially determine individual differences in intentional learning: the child's sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal...

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Vydáno v:Frontiers in psychology Ročník 9; s. 1380
Hlavní autoři: van Tetering, Marleen A. J., de Groot, Renate H. M., Jolles, Jelle
Médium: Journal Article
Jazyk:angličtina
Vydáno: Switzerland Frontiers Media S.A 08.08.2018
Témata:
individual differences
intentional learning
parental education
Psychology
school achievement
schoolchildren
sex differences
schoolchildren
parental education
school achievement
intentional learning
sex differences
individual differences
ISSN:1664-1078, 1664-1078
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Shrnutí:This large-scale cross-sectional study of schoolchildren aged 8-12 years ( = 152) evaluates two factors which potentially determine individual differences in intentional learning: the child's sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal Learning Task (PVLT). This task presents line drawings of concrete objects as to-be-remembered information instead of written or auditory presented words. The PVLT has the advantage that performance is not confounded by individual differences in reading or hearing abilities. Results revealed clear sex differences in performance: Girls outperformed boys. Parental education also contributed to individual differences in performance since children of higher educated parents outperformed children of lower educated parents. The results therefore suggest that both sex and parental education could be potent contributors to individual differences in learning performance at school. The findings more specifically imply that children of less educated parents and boys need additional guidance and support in intentional learning when new information and procedures are presented for the first time.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Małgorzata Lipowska, University of Gdańsk, Poland; Lisabeth Fisher DiLalla, Southern Illinois University Carbondale, United States
Edited by: Michael S. Dempsey, Boston University, United States
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2018.01380