ГЛАВА 15 «НЕСКРОМНОЕ ОБАЯНИЕ НЕЙРОНАУКИ»
1 (Sax, 2005), para. 8. In fairness to Sax, he is following the lead of the authors of the research paper on which this claim is made. They found different patterns of EEG waves (synchrony versus asynchrony) in children at rest, related these EEG patterns to complex psychological processes like language, mathematics and social cognition (which, recall, the children were not engaged in), and then suggested that their results ‘have implications for gender differences in “readiness-to-learn”’ – even though they report no gender differences in any of the cognitive abilities their EEG data were supposedly tapping (Hanlon, Thatcher, & Cline, 1999), p. 503.
2 From Sax’s Web site: http://www.whygendermatters.com, accessed on December 9, 2009. More recently, the NASSPE Web site (see http://www.singlesexschools.org/research-brain.htm) has drawn on a structural imaging study (Lenroot et al., 2007) to further bolster this argument. This study found sex differences in the trajectory of volume changes in the brain across time, although many of these differences did not survive correction for total brain volume, which is greater in boys. In any case, the psychological implications of these findings are unknown. As the researchers put it: ‘Differences in brain size between males and females should not be interpreted as implying any sort of functional advantage or disadvantage.’ (p. 1072).
3 Quoted in (Dakss, 2005), para. 29.
4 (Hyde et al., 2008).
5 (Kemper, 1990), p. 13.
6 (Racine, Bar-Ilan, & Illes, 2005), p. 160.
7 (Gurian & Stevens, 2005), p. 42.
8 http://itre.cis.upenn.edu/~myl/languagelog/archives/003246.html, accessed on October 5, 2009.
9 http://www.jsmf.org/neuromill/chaff.htm#bn64, accessed on October 5, 2009.
10 (Weisberg et al., 2008). A similar favouring of findings attained from neuroscientific methods was found by (Morton et al., 2006).
11 (McCabe & Castel, 2008).
12 (Weisberg, 2008), p. 54.
13 (Gurian, Henley, & Trueman, 2001), p. 45 and see p. 53.
14 (Brescoll & LaFrance, 2004; Coleman & Hong, 2008; Dar-Nimrod & Heine, 2006; Thoman et al., 2008).
15 (Dar-Nimrod & Heine, 2006), p. 435.
16 (Kimura, 1999), p. 8.
17 See also arguments made by Bleier with regard to scientists’ responsibility for the presentation of data in their writing (Bleier, 1986), and also (Bishop & Wahlsten, 1997).
18 (Weisberg, 2008), p. 55.
19 Hats off to the bloggers who regularly discuss these issues, in particular the tireless Mark Liberman.
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ГЛАВА 16 «РАЗБИРАЕМСЯ В ПРОШИВКЕ»
1 For details, and contrast with maturational viewpoint, see (Westermann et al., 2007), in particular figure 4, p. 80. Also (Lickliter & Honeycutt, 2003; Mareschal et al., 2007).
2 (Wexler, 2006), pp. 3 and 4.
3 (Bleier, 1984), p. 52, footnote removed.
4 (Grossi, 2008).
5 (Shields, 1982), pp. 778 and 779. See also (Shields, 1975).
6 As Steven Pinker put it (Edge, 2005b).
7 For a history of the Greater Male Variability hypothesis see (Shields, 1982).
8 E. L. Thorndike, Educational Psychology (1910), p. 35. Quoted in (Hollingworth, 1914), p. 510.
9 (Summers, 2005), para. 4.
10 Quoted in (Edge, 2005b).
11 (Pinker, 2008), p. 13.
12 (Hollingworth, 1914). Wendy Johnson, Andrew Carothers, and Ian Deary published a reanalysis of these data in 2008. They concluded that males were especially variable at lower levels of IQ. They also noted that, with a ratio of about 2 boys to 1 girl at the very highest levels of intelligence, this did not go very far in explaining the much steeper ratios for high-level academic physical science, maths, and engineering positions (Johnson, Carothers, & Deary, 2008), p. 520.
13 (Grossi, 2008), p. 98.
14 (Feingold, 1994).
15 (Hyde et al., 2008).
16 (Guiso et al., 2008).
17 (Penner 2008; Machin & Pekkarinen 2008). These latter authors stress the strong pattern of greater male variability, but the boy/girl ratio (shown in parentheses) at the top 5 percent of maths ability was more-or-less equal in Indonesia (0.91), Thailand (0.92), Iceland (1.04) and the UK (1.08). Penner found greater female variability in the Netherlands, Germany and Lithuania. For useful discussion of these data, see (Hyde & Mertz, 2009).
18 (Andreescu et al., 2008), p. 1248.
19 See (Andreescu et al., 2008), p. 1248.
20 (Andreescu et al., 2008), p. 1251.
21 (Andreescu et al., 2008), p. 1252.
22 (Andreescu et al., 2008), pp. 1253 and 1254. See table 7, p. 1253.
23 (Summers, 2005), para. 4.
24 (Pinker, 2005), para. 3.
25 (Dweck, 2007), p. 49.
26 See (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 2007; Good, Aronson, & Inzlicht, 2003).
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27 This has been surprisingly little discussed in the academic literature, but see (Chalfin, Murphy, & Karkazis, 2008; Fine, 2008).
28 (Morton et al., 2009), pp. 661 and 656 (reference removed), respectively.
29 This is thanks, in no small part, to books aimed at a general audience that have critiqued popular myths of gender. Recent examples of such efforts include (Barnett & Rivers, 2004; Cameron, 2007; Fausto-Sterling, 1985, 2000; Rogers, 1999; Tavris, 1992).
30 This is a point made in a general way by the instigators of the Critical Neuroscience project, which ‘holds that while neuroscience potentially discloses facts about behaviour and its instantiation in the brain, the cultural context of science interacts with these knowledge claims, adds new meaning to them and influences the experience of the people to whom they pertain’ (Choudhury, Nagel, & Slaby, 2009), p. 66, references removed.
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