Prenatal cocaine exposure has been associated with behavior problems at school age. However, the correspondence between use of cocaine and alcohol during pregnancy is often high, making appropriate allocation of variance and control for other exposures and their interactions difficult. Additionally, gender-specific effects are not typically reported. The purpose of the current study was to determine the degree to which gender-specific effects of prenatal cocaine exposure on teacher-reported child externalizing behavior problems were evident when evaluated in relation to prenatal alcohol exposure. Subjects were singleton infants of mothers who were prospectively evaluated during pregnancy. At age seven, 499 children (214 exposed prenatally to cocaine) were evaluated in our laboratory and teacher reports were solicited. Analyses stratified by gender and prenatal alcohol exposure status, and controlled for significant pre- and postnatal confounders, revealed that among boys with prenatal alcohol exposure, those with persistent cocaine exposure throughout pregnancy had significantly higher levels of Delinquent Behavior compared to boys with no cocaine exposure. Boys with any prenatal cocaine exposure were twice as likely as unexposed boys to have clinically significant Externalizing Behavior scores. However, no association was found between prenatal cocaine exposure and scores on Externalizing Behavior and specific syndromes for boys with no prenatal alcohol exposure. Among girls with no prenatal alcohol exposure, those with persistent cocaine exposure had significantly higher levels of Externalizing Behaviors and Aggressive Behaviors compared to girls with no prenatal cocaine exposure after control for confounding, and were almost five times as likely to have clinically significant Externalizing Behavior scores. However, for girls with prenatal alcohol exposure, no association between prenatal cocaine exposure and scores on Externalizing Behavior and specific syndromes was found after control for confounding. The current findings support gender- and alcohol-moderated effects of prenatal cocaine exposure on school-age teacher-reported child behavior problems. These findings are similar to what we have reported for independent parent-reported behavioral evaluation.

Much research has shown that women are more empathic than men. Yet, women and men are equally forgiving. However, it is not clear whether empathy is more important to forgiveness for men or for women. The purpose of the present study was to examine gender differences in levels of empathy and forgiveness and the extent to which the association of empathy and forgiveness differed by gender. Participants were 127 community residents who completed self-report measures of empathy and forgiveness. The present results showed that women were more empathic than men, but no gender difference for forgiveness was apparent. However, the association between empathy and forgiveness did differ by gender. Empathy was associated with forgiveness in men—but not in women.

Finns det en skillnad i skuldbeläggning beroende på klädsel eller kön? Människor försöker ofta förstå varför människor gör som de gör. När stereotyper skapas för grupper av människor tenderar de att bygga på attribut som särskiljer en grupp från andra. Studier på området visar att kvinnor själva skattar högre empati än män och kvinnor bedöms få lägre straff.  Det visar även att empati är ett fenomen som sker mellan människor. I denna studie användes en vinjettstudie som mätte skuldbeläggning för gärningsman och empati för brottsoffret i en fiktiv misshandelssituation. Via webbenkäter deltog 166 personer, varav 110 kvinnor. Empati mättes med Batsons empati-skala. Resultaten visade att ju högre skattad empati för brottsoffret, desto högre straff tilldelades gärningsmannen. Kvinnor skattade högre empati än män. Gärningsmän som inte bär väst framstår som mer hotfulla än gärningsmän som bär väst vilket inte förväntades. Visuella vinjetter skulle kunna förstärka uppfattningar av situationer i framtida studier.

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Assimilative behavioral strategies provide continuity through maintenance of similarities, traditions, and interactions, while accommodative strategies result in social innovation through the creation of new modes and interactive patterns (J. Block, 1982; J . H. Block, 1983). It was hypothesized that females would show assimilative discourse patterns through the maintenance of conversational topics, while males would show accommodative patterns through more frequent changes in conversational topic, and that the roots of this pattern lie in family conversation. Nineteen families were videotaped at one month, four months, and four years following the birth of their second child. Results showed that gender-differentiated use of assimilation and accommodation was more true for sibling dyads than for the parent-child relationship.

Parents influence their children’s religiosity through many factors including parenting practices, parental religiosity, and parental psychopathology. Little research, however, has been conducted on how different parental psychopathologies, such as anxiety, depressive, and antisocial problems, affect the transmission of religiosity from parent to child. Participants reported the psychopathological behaviors of their parents via the Adult Behavior Checklist as well as personal and parental religiosity using a new religious scale. Structural equation modeling was used to measure whether parental psychopathology, parent gender, and participant gender would moderate the relationship between perceived parental and emerging adult religiosity. Results indicated that maternal interactions were significant for depressive and antisocial problems but gender analyses revealed that the interactions were significant only for females; similarly although no overall interaction occurred, the maternal interaction was significant for anxiety problems only for females when gender analyses were conducted. The results did not suggest a 3-way interaction among variables.

The Mississippi State Department of Education (MDE) adopted a state assessment in 2014 to measure early literacy skills for incoming kindergarten students (Mississippi Joint Legislature Committee on Performance Evaluation and Expenditure Review [PEER], 2015). The purpose of this study was to determine the effects of early childhood education (ECE) programs in a selected school district in the state. A quantitative research design was used to conduct the study. Specifically, this study sought to determine if there were differences in the mean scores on the Star Early Literacy baseline assessment for students who attended an ECE program and those who did not. In addition, this study sought to determine if there were differences in the mean scores on the Star Early Literacy baseline assessment for four literacy classifications (early emergent reader, late emergent reader, transitional reader, and probable reader), as well as differences for gender, race, and socioeconomic status (SES) among students who attended an ECE program and those who did not. Lastly, the study determined if there were significant differences in the mean scores on the Star Reading and Star Math end-of-year (EOY) assessments as well as differences by gender, race, and SES for students who attended an ECE program and those who did not. Existing data included Star Early Literacy baseline scores, Star Early Literacy four literacy classifications, Star Reading EOY scores and Star Math EOY scores, gender, race, and SES. The results of the study showed that students who participated in an ECE program scored statistically higher on all student academic outcomes when compared to students who did not participate in an ECE program. The results showed there were no statistically significant differences in the mean scores based on gender, race, or SES for student academic outcomes when comparing students who did and did not participate in an ECE program.

The current study was based on Hester and Jacquin’s (2011) study of juror bias in a trial in which a woman killed her abusive husband. Specifically, this study examined the influence of the husband’s alcohol use, the wife’s alcohol use, the wife’s diagnosis, and evidence of domestic violence on mock jurors (N = 518). Results indicated that the wife’s alcohol use impacted her negatively at trial. When she was intoxicated, jurors perceived her to be more to blame for her actions and for the abuse she received from her husband. Gender differences were present among mock jurors; females gave lower guilt ratings than males, suggesting that females sympathized with the female defendant.

Arbetets syfte var att undersöka hur lärare använder miniräknaren i sin undervisning men även hur eleverna använder den och om det finns några skillnader i attityder och användning mellan elever och lärare. Undersökningen gick också ut på att se om användandet har ökat eller minskat i gymnasieskolan. Arbetet syftade också till att undersöka om det finns några skillnader mellan tjejer och killars attityder till miniräknaren och tjejer och killars användning av den. En lärarenkät och en elevenkät delades ut på fem olika skolor och dessa låg till grund för undersökningen. Resultatet pekar på en ökad användning, en mer positiv attityd till miniräknaren hos gymnasielärarna och att alla lärare, i någon form, tar hänsyn till miniräknaren vid prov. Arbetet visar även att lärare oftast ser miniräknaren som ett pedagogiskt verktyg medan eleverna ser den mer som ett redskap för att effektivisera framförallt huvudräkning och tabellhantering. Det visar också på att killar har en mer positiv attityd till miniräknaren än vad tjejer har, tjejer är mer oroliga för att deras huvudräkningsförmåga ska försämras om de använder miniräknaren för ofta, detta är också något som flera lärare är oroliga för. Samtidigt är det fler killar än tjejer som inte använder miniräknare. / The main purpose was to investigate how teachers use calculators in their education but also to investigate how students use them and if it exists any differences concerning attitudes and usage between students and teachers. Another purpose was to see if the usage of calculators have increased or decreased and to see if there are any differences in gender. Different surveys were used, one for teachers and one for students at five different schools. The results suggested an increased usage, a more positive attitude towards calculators among the teachers and that every teacher uses calculators in some form when the construct tests. Another results shows that teachers seem to use calculators as a pedagogic tool but the students use them to handle tables more afficient. The work also shows that boys has a more positive attitude towards calculators than girls, girls are more worried that they will loose their ability to count using their head. It shows that this is also something the teachers are concerned about. There is also a lot more boys than girls that dont own a calculator.

Gender differences in emotion regulation (ER) are well documented, but studies have often relied on behavioral and self-report data. Less is known about gender differences in the neural basis of ER. This systematic review aims to fill this gap and investigate gender differences in the neural basis of ER. The systematic search process ended in eight articles, using either structural or functional neuroimaging methods while investigating the neural correlates of ER using either an ER task to manipulate ER or assessed trait ER with questionnaires. The studies either used reappraisal or expressive suppression as ER strategies. The results were partly inconsistent, but most studies demonstrate the involvement of areas within the prefrontal cortex in ER. Males activated areas involved in cognitive control while females activated emotion-focused areas involved in emotional processing. There is disagreements among researchers whether more activity in the prefrontal cortex represent more effort during ER (and how it does so), as well as whetherless activity represent less effort or more efficient regulation. These insights may help us understand each other better. Future research is needed to address if activation within the prefrontal cortex reflects more or less efficiency when regulating emotions.