Many studies have been performed on creativity and the measurement of creativity. However, little is known about the relationship between gender differences and creativity, particularly in South Afnca. The current study aimed to investigate the difference in creativity between boys and girls, as well as the development of creativity in late middle childhood, in the South African context. From the random sample of 1000 primary school children in late middle childhood (grade 4 to 7) of different races and socio-economic strata and from different provinces in South Africa, the questionnaires of 707 children could be used. By using a single cross-sectional design, creativity was measured with subscales of the Torrance Test of Creative Thinking. The results indicated low average scores of creativity in South Afncan children. No statistically significant differences in creativity scores were found between boys and girls. Furthermore, no statistically significant differences in creativity scores were found between the 9-year-old and the 10- to 12-year-old groups, except for verbal fluency, where the 10- tol2-year-old children scored higher than the 9-year-old children. Since the creativity scores were generally lower than the norms for the Torrance Test of Creative Thinking, it is clear that the development of creativity in particular groups of South African children may be suboptimal and this phenomenon needs further investigation. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2004.

Thesis (Ph. D.)--University of Hawaii at Manoa, 1991. / Includes bibliographical references (leaves 73-77) / Microfiche. / v, 77 leaves, bound 29 cm

Thesis (M.A.)--University of North Carolina at Wilmington, 2004. / Includes bibliographical references (leaves : [139]-144).

Submitted by Israel Vieira Neto (israel.vieiraneto@ufpe.br) on 2015-03-06T16:34:43Z No. of bitstreams: 2 TESE NATASHA DE ANDRADE FALCÃO.pdf: 623803 bytes, checksum: b07a48408c98f9cf1d9500fcd1b3e377 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) / Made available in DSpace on 2015-03-06T16:34:43Z (GMT). No. of bitstreams: 2 TESE NATASHA DE ANDRADE FALCÃO.pdf: 623803 bytes, checksum: b07a48408c98f9cf1d9500fcd1b3e377 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2013-08-13 / CNPq / This study intends to provide a comprehensive analysis of the decentralization of basic public education in Brazil. It uses as reference the implementation of FUNDEF - Fund for Maintenance and Development of the Fundamental Education and Valorization of Teaching - to identify the impact of the decentralization on the students’ performance, as well as on the school’s efficiency. For this, a panel data from the school census between 1996 and 2006 is used. First, the impact of decentralization on students’ performance - failure, dropout and age-grade distortion rates - is estimated through the use of differencesin- differences models. An analysis on how the different local conditions might affect these results is also presented. After this, the efficiency of municipal and state schools is compared using a double bootstrap procedure that takes into account the effects of the local context on the estimated efficiency scores. Results indicate that there was an increase in failure rates and, more importantly, these results might be affected by local characteristics such as city size and political participation. Related to the efficiency estimations, results indicate that state schools are relatively more efficient and, local conditions would impact differently the efficiency of these two school types.

Thesis advisor: Scott D. Slotnick / Sex differences exist in both brain anatomy and neurochemistry (Cahill, 2006). Many differences have been identified in brain regions associated with long-term memory including the dorsolateral prefrontal cortex, hippocampus, and visual processing regions (Andreano & Cahill, 2009). There is, however, a paucity of research investigating whether and how these differences translate into differences in functional activity. Part 1 investigated sex differences in the patterns of functional activity in the brain during spatial long-term memory, item memory, memory confidence, and false memory. In addition, a meta-analysis was conducted to identify whether there were consistent sex differences in the brain across different long-term memory types. Part 2 determined whether there were sex differences in the patterns of functional connectivity in the brain during spatial long-term memory. Specifically, differences in functional connectivity between the hippocampus and the rest of the brain in addition to the thalamus and the rest of the brain were investigated. Finally, Part 3 investigated whether the observed differences in the patterns of activity (identified in Chapter 1) had sufficient information to classify the sex of individual participants. The results of Part 3 argue against the popular notion that the average female brain and average male brain are not significantly different (Joel et al., 2015). More broadly, the studies presented in this dissertation argue against the widespread practice of collapsing across sex in cognitive neuroscience. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Psychology.

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