scholarly journals Gender Differences in Willingness to Compete: The Role of Public Observability

2017 ◽  
Author(s):  
Thomas Buser ◽  
Eva Ranehill ◽  
Roel van Veldhuizen
Keyword(s):  
Gender Differences ◽  
Willingness To Compete

scholarly journals Gender differences in willingness to compete: The role of public observability

2021 ◽  
Vol 83 ◽  
pp. 102366
Author(s):  
Thomas Buser ◽  
Eva Ranehill ◽  
Roel van Veldhuizen
Keyword(s):  
Gender Differences ◽  
Willingness To Compete

scholarly journals Gender Differences in Willingness to Compete: The Role of Culture and Institutions

2018 ◽  
Vol 129 (618) ◽  
pp. 734-764 ◽  
Author(s):  
Alison Booth ◽  
Elliott Fan ◽  
Xin Meng ◽  
Dandan Zhang
Keyword(s):  
Gender Differences ◽  
Willingness To Compete

scholarly journals Gender Differences in Willingness to Compete: The Role of Culture and Institutions

2016 ◽  
Author(s):  
Alison L. Booth ◽  
Elliott Fan ◽  
Xin Meng ◽  
Dandan Zhang
Keyword(s):  
Gender Differences ◽  
Willingness To Compete

Gender Differences in Empathy During Adolescence: Does Emotional Self-Awareness Matter?

2021 ◽  
pp. 003329412097663
Author(s):  
Cristina Trentini ◽  
Renata Tambelli ◽  
Silvia Maiorani ◽  
Marco Lauriola
Keyword(s):  
Gender Differences ◽  
Reactivity Index ◽  
Self Awareness ◽  
Emotional States ◽  
Personal Distress ◽  
Full Knowledge ◽  
Emotional Concern ◽  
Insight Into ◽  
Tas 20

Empathy refers to the capacity to experience emotions similar to those observed or imagined in another person, with the full knowledge that the other person is the source of these emotions. Awareness of one's own emotional states is a prerequisite for self-other differentiation to develop. This study investigated gender differences in empathy during adolescence and tested whether emotional self-awareness explained these differences. Two-hundred-eleven adolescents (108 girls and 103 boys) between 14 and 19 years completed the Interpersonal Reactivity Index (IRI) and the Toronto Alexithymia Scale (TAS-20) to assess empathy and emotional self-awareness, respectively. Overall, girls obtained higher scores than boys on IRI subscales like emotional concern, personal distress, and fantasy. Regarding emotional self-awareness, we found gender differences in TAS-20 scores, with girls reporting greater difficulty identifying feelings and less externally oriented thinking than boys. Difficulty identifying feelings explained the greatest personal distress experienced by girls. Lower externally oriented thinking accounted for girls’ greater emotional concern and fantasy. These findings offer an insight into the role of emotional self-awareness–which is essential for self-other differentiation–as an account for gender differences in empathic abilities during adolescence. In girls, difficulty identifying feelings can impair the ability to differentiate between ones’ and others’ emotions, leading them to experience self-focused and aversive responses when confronted with others’ suffering. Conversely, in boys, externally oriented thinking can mitigate personal distress when faced with others’ discomfort.

scholarly journals The Role of Gender and Familiarity in a Modified Version of the Almeria Boxes Room Spatial Task

2021 ◽  
Vol 11 (6) ◽  
pp. 681
Author(s):  
Alessia Bocchi ◽  
Massimiliano Palmiero ◽  
Jose Manuel Cimadevilla Redondo ◽  
Laura Tascón ◽  
Raffaella Nori ◽  
...  
Keyword(s):  
Gender Differences ◽  
Initial Phase ◽  
Spatial Navigation ◽  
Spatial Task ◽  
Individual Factors ◽  
Learning Tasks ◽  
Position Learning ◽  
Spatial Tasks ◽  
Environmental Representation

Individual factors like gender and familiarity can affect the kind of environmental representation that a person acquires during spatial navigation. Men seem to prefer relying on map-like survey representations, while women prefer using sequential route representations. Moreover, a good familiarity with the environment allows more complete environmental representations. This study was aimed at investigating gender differences in two different object-position learning tasks (i.e., Almeria Boxes Tasks) assuming a route or a survey perspective also considering the role of environmental familiarity. Two groups of participants had to learn the position of boxes placed in a virtual room. Participants had several trials, so that familiarity with the environment could increase. In both tasks, the effects of gender and familiarity were found, and only in the route perspective did an interaction effect emerge. This suggests that gender differences can be found regardless of the perspective taken, with men outperforming women in navigational tasks. However, in the route task, gender differences appeared only at the initial phase of learning, when the environment was unexplored, and disappeared when familiarity with the environment increased. This is consistent with studies showing that familiarity can mitigate gender differences in spatial tasks, especially in more complex ones.

Do They Really Mean It? Children’s Inference of Speaker Intentions and the Role of Age and Gender

2019 ◽  
Vol 63 (4) ◽  
pp. 689-712
Author(s):  
K. Rothermich ◽  
O. Caivano ◽  
L.J. Knoll ◽  
V. Talwar
Keyword(s):  
Gender Differences ◽  
Young Adults ◽  
Video Clip ◽  
Age And Gender ◽  
Video Clips ◽  
Age And Gender Differences ◽  
Speaker Intentions ◽  
And Gender

Interpreting other people’s intentions during communication represents a remarkable challenge for children. Although many studies have examined children’s understanding of, for example, sarcasm, less is known about their interpretation. Using realistic audiovisual scenes, we invited 124 children between 8 and 12 years old to watch video clips of young adults using different speaker intentions. After watching each video clip, children answered questions about the characters and their beliefs, and the perceived friendliness of the speaker. Children’s responses reveal age and gender differences in the ability to interpret speaker belief and social intentions, especially for scenarios conveying teasing and prosocial lies. We found that the ability to infer speaker belief of prosocial lies and to interpret social intentions increases with age. Our results suggest that children at the age of 8 years already show adult-like abilities to understand literal statements, whereas the ability to infer specific social intentions, such as teasing and prosocial lies, is still developing between the age of 8 and 12 years. Moreover, girls performed better in classifying prosocial lies and sarcasm as insincere than boys. The outcomes expand our understanding of how children observe speaker intentions and suggest further research into the development of teasing and prosocial lie interpretation.

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