scholarly journals Correction: Sex reversal induces size and performance differences among females of the African pygmy mouse,Mus minutoides(doi: 10.1242/jeb.157552)

2018 ◽  
Vol 221 (10) ◽  
pp. jeb183392
Author(s):  
Samuel Ginot ◽  
Julien Claude ◽  
Julie Perez ◽  
Frederic Veyrunes
Keyword(s):  
Sex Reversal ◽  
Performance Differences ◽  
And Performance ◽  
African Pygmy Mouse ◽  
Mus Minutoides

scholarly journals Sex reversal induces size and performance differences among females of the African pygmy mouse,Mus minutoides

2017 ◽  
Vol 220 (11) ◽  
pp. 1947-1951 ◽  
Author(s):  
Samuel Ginot ◽  
Julien Claude ◽  
Julie Perez ◽  
Frederic Veyrunes
Keyword(s):  
Sex Reversal ◽  
Performance Differences ◽  
And Performance ◽  
African Pygmy Mouse ◽  
Mus Minutoides

scholarly journals Masculinised Behaviour of XY Females in a Mammal with Naturally Occurring Sex Reversal

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Paul A. Saunders ◽  
Thomas Franco ◽  
Camille Sottas ◽  
Tangui Maurice ◽  
Guila Ganem ◽  
...  
Keyword(s):  
Sex Chromosome ◽  
Chromosome Complement ◽  
Laboratory Strain ◽  
Gonadal Hormones ◽  
Sex Reversal ◽  
Mate Preferences ◽  
Naturally Occurring ◽  
Male Mate ◽  
African Pygmy Mouse ◽  
Mus Minutoides

Abstract Most sex differences in phenotype are controlled by gonadal hormones, but recent work on laboratory strain mice that present discordant chromosomal and gonadal sex showed that sex chromosome complement can have a direct influence on the establishment of sex-specific behaviours, independently from gonads. In this study, we analyse the behaviour of a rodent with naturally occurring sex reversal: the African pygmy mouse Mus minutoides, in which all males are XY, while females are of three types: XX, XX* or X*Y (the asterisk represents an unknown X-linked mutation preventing masculinisation of X*Y embryos). X*Y females show typical female anatomy and, interestingly, have greater breeding performances. We investigate the link between sex chromosome complement, behaviour and reproductive success in females by analysing several behavioural features that could potentially influence their fitness: female attractiveness, aggressiveness and anxiety. Despite sex chromosome complement was not found to impact male mate preferences, it does influence some aspects of both aggressiveness and anxiety: X*Y females are more aggressive than the XX and XX*, and show lower anxiogenic response to novelty, like males. We discuss how these behavioural differences might impact the breeding performances of females, and how the sex chromosome complement could shape the differences observed.

scholarly journals Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

2019 ◽  
Vol 63 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Susan-Marie Harding ◽  
Narelle English ◽  
Nives Nibali ◽  
Patrick Griffin ◽  
Lorraine Graham ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Performance ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Performance Differences ◽  
Age Related ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students’ self-regulated learning, counteracting ability-related associations.

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