ERIC Number: ED284668
Record Type: RIE
Publication Date: 1986-Aug
Reference Count: 0
Gender Differences in the Instruction and Intelligent Behavior of Fifth-Graders. Summary Paper.
Loesch-Griffin, Deborah A.
This study investigates how the psychological and social processes of children participating in an instructional program in critical thinking become engaged as children incorporate cultural and sex-typed information into the development of specific cognitive skills. Forty boys and girls randomly selected from four fifth-grade classes at two elementary schools participated in the study. The children were administered pre- and post-measures that assessed cognitive skill development in a structured task and in a novel task. In addition, data on instructional practices, curricular materials concerning thinking skills, and students' communicative competence in pre- and post-interviews were collected for qualitative analysis. Cognitive skill development appeared to be developmental and learned. Students in both schools gained significantly in measures of cognitive skill development. However, students who were enrolled in the intervention school had better and more developed skills than those in the nonintervention school. The researchers hypothesized that boys and girls may be encouraged to develop, select, and apply cognitive skills differently according to situational demands and constraints. These data show that boys and girls are differentially exposed to teaching strategies aimed at the production of intelligent behavior. Pre- and post-measures indicate that boys and girls differ in their application of cognitive skills during different tasks. (Author/PCB)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (Washington, DC, August 22-26, 1986).