British male students continue to fall behind in secondary school achievement

It is common knowledge that boys fall behind in school performance, and UK policy makers have addressed this issue in the past decade. In fact, they seem committed to narrowing gender gaps of any kind. This paper asks whether actual progress has been made in reducing the degree to which boys fall behind, and also whether gender differences in subject preference have changed in the period 2001 to 2013. Using an analysis of British secondary-education exam data and a comparison with data from the Programme for International Student Assessment (PISA), it is concluded that no progress has been made: Boys attained fewer top grades in nearly all school subjects. Further, boys and girls continue to choose elective school subjects along traditional interest lines. The problem of boys falling behind is obscured by the finding that grades of all children have risen considerably in this period. However, a comparison of Mathematics and English exam grades with PISA data suggests that this rise is due to grade inflation, not real improvement. The paper closes with recommendations for solutions

British male students continue to fall behind in secondary education

It is common knowledge that boys fall behind in school performance, and UK policy makers have addressed this issue in the past decade. In fact, they seem committed to narrowing gender gaps of any kind. This paper asks whether actual progress has been made in reducing the degree to which boys fall behind, and also whether gender differences in subject preference have changed in the period 2001 to 2013. Using an analysis of British secondary-education exam data and a comparison with data from the Programme for International Student Assessment (PISA), it is concluded that no progress has been made: Boys attained fewer top grades in nearly all school subjects. Further, boys and girls continue to choose elective school subjects along traditional interest lines. The problem of boys falling behind is obscured by the finding that grades of all children have risen considerably in this period. However, a comparison of Mathematics and English exam grades with PISA data suggests that this rise is due to grade inflation, not real improvement. The paper closes with recommendations for solutions

Are women better than men at multi-tasking?

Background: There seems to be a common belief that women are better in multi-tasking than men, but there is practically no scientific research on this topic. Here, we tested whether women have better multi-tasking skills than men.<p></p> Methods: In Experiment 1, we compared performance of 120 women and 120 men in a computer-based task-switching paradigm. In Experiment 2, we compared a different group of 47 women and 47 men on "paper-and-pencil" multi-tasking tests.<p></p> Results: In Experiment 1, both men and women performed more slowly when two tasks were rapidly interleaved than when the two tasks were performed separately. Importantly, this slow down was significantly larger in the male participants (Cohen’s d = 0.27). In an everyday multi-tasking scenario (Experiment 2), men and women did not differ significantly at solving simple arithmetic problems, searching for restaurants on a map, or answering general knowledge questions on the phone, but women were significantly better at devising strategies for locating a lost key (Cohen’s d = 0.49).<p></p> Conclusions: Women outperform men in these multi-tasking paradigms, but the near lack of empirical studies on gender differences in multitasking should caution against making strong generalisations. Instead, we hope that other researchers will aim to replicate and elaborate on our findings.<p></p&gt

Achievement flourishes in larger classes: Secondary school students in most countries achieved better literacy in larger classes

There is no consensus among academics about whether children benefit from smaller classes. We analysed the data from the 2012 Programme for International Student Assessment (PISA) to test if smaller classes lead to higher performance. Advantages of using this data set are not only its size (478,120 15-year old students in 63 nations) and representativeness but also that the 2012 PISA data set, for the first time, includes the class size for each participating child. We found that, in most countries, children in smaller classes had a lower performance score in solving reading comprehension problems than those in larger classes. We further analysed the relationship between class size and factors that can explain this paradoxical phenomenon. Although grouping of students by ability and the socioeconomic status of parents played some role in some countries, these factors cannot fully explain the effect. We finish by discussing the overlooked potential advantages of larger classes

The boy problem in education and a 10-point proposal to do something about it

This article starts with an overview of how boys and young adult men fall behind in education in many countries (i.e., the “boy-problem” or “boy-crisis”), with a focus on British education. Follow- ing the overview, we review a selection of possible causes and some documented academic opposi- tion against approaches dealing with the boy-problem. We end with a proposal for a problem- focused 10-point plan to reduce the boy-problem. Our plan is “problem-focused” instead of “gender- focused”; that is, we focus on a set of problems from which boys suffer more than girls, but there is no reason why girls suffering from the same problems (e.g. excessive gaming) would not also benefit from the plan's implementation. We are optimistic that a solution of the boy-problem is possible, in particular because the proposed plan is affordable and straightforward, although it requires a major change in societal attitudes towards discipline and education

Gender differences in the pathways to higher education

It is well known that far fewer men than women enroll in tertiary education in the United States and other Western nations. Developed nations vary in the degree to which men are underrepresented, but the Organization for Economic Co-operation and Development (OECD) average lies around 45% male students. We use data from the OECD Education at a Glance statistical reports, the Program for International Student Assessment (PISA), and the World Values Survey to explain the degree to which men are underrepresented. Using a multiple regression model, we show that the combination of both the national reading proficiency levels of 15-y-old boys and girls and the social attitudes toward girls attending university can predict the enrollment in tertiary education 5 y later. The model also shows that parity in some countries is a result of boys’ poor reading proficiency and negative social attitudes toward girls’ education, which suppresses college enrollment in both sexes, but for different reasons. True equity will at the very least require improvement in boys’ reading competencies and the liberalization of attitudes regarding women’s pursuit of higher education. At this time, there is little reason to expect that the enrollment gap will decrease, given the stagnating reading competencies in most countries

Commentary: Task-Switching in Pigeons: Associative Learning or Executive Control?

A commentary on Task-Switching in Pigeons: Associative Learning or Executive Control? by Meier, C., Lea, S., and McLaren, I. (2016). J. Exp. Psychol. Anim. Learn. Cogn. 42, 163–176. doi: 10.1037/xan000010

Relative changes from prior reward contingencies can constrain brain correlates of outcome monitoring

It is well-known that the affective value of an environment can be relative to whether it reflects an improvement or a worsening from a previous state. A potential explanation for this phenomenon suggests that relative changes from previous reward contingencies can constrain how brain monitoring systems form predictions about future events. In support of this idea, we found that changes per se relative to previous states of learned reward contingencies modulated the Feedback-Related Negativity (FRN), a human brain potential known to index discrepancies between predictions and affective outcomes. Specifically, we observed that environments with a 50% reward probability yielded different FRN patterns according to whether they reflected an improvement or a worsening from a previous environment. Further, we also found that this pattern of results was driven mainly by variations in the amplitude of ERPs to positive outcomes. Overall, these results suggest that relative changes in reward probability from previous learned environments can constrain how neural systems of outcome monitoring formulate predictions about the likelihood of future rewards and nonrewards

Task-switching costs disappear if non-Chinese participants respond to Chinese characters

In experiments with univalent target stimuli, task-switching costs can be eliminated if participants are unaware of the task rules and apply cue-target-response associations. However, in experiments with bivalent target stimuli, participants show task-switching costs. Participants may exhibit switch costs even when no task rules are provided in the instructions because they can infer the task rules. We tested this prediction by controlling the meaningfulness of cues and targets and therefore the ability to apply the task rules in 2 groups of participants. We compared the performance of Chinese and non-Chinese participants, who responded to Chinese numerals in an odd/even and high/low number task. In Experiment 1, Chinese participants, who knew Chinese characters and understood the task rules, showed task-switching costs. Non-Chinese participants on the other hand, who did not know Chinese characters, exhibited no switch costs. They applied a “target-first” strategy which means that they processed the target stimulus before the cue. In Experiment 2, we confirmed the absence of task-switching costs in Chinese participants using traditional Chinese numerals as target stimuli. Further, to determine how the target-first strategy affects switch costs, we manipulated the sequence of cue and target presentations. We conclude that task- switching costs can be eliminated more easily than previously thought, even for bivalent stimuli. The occurrence of task-switching costs depends on the approach used by participants and this may answer the puzzling question why humans typically do show task-switching costs whereas pigeons and monkeys do not