The Effects Of Sex Hormones On The Development Of Prefrontal Cortex

The structure of men and women’s brain differ, which is the underlying cause to the differing communication skills (“Men and Women” 12). A study was conducted to examine the structural differences in men and women’s brains and the results provided an explanation for why men and women behave differently (“Men and Women” 12). “According to the findings…, stronger structural connectivity in motor, sensory, and executive functions matched higher motor and spatial skills in males” (“Men and Women” 12). Men tend to create bonds on the foundation of activity (Tannen 51). Their bonds are not predominantly focused on talking, but instead tend to emphasize activity (Tannen 51). The findings of this study support the activity based relationships due to the strong motor functions found in the male brain. On the other hand, “In females, subnetworks associated with social cognition, attention and memory task had higher connectivity and matched improved memory and social cognition skills” (“Men and Women” 12). These results justify why women

According to Hetherington and Parke (2002), studies of brain imaging identified that in female bilateralism there were greater amounts of blood flow. The male brain reflects greater lateralization attributing to a higher success rate in spatial tasks and mathematics.

The brain's white matter, prefrontal cortext responds to judgment and impulse control is different in adolescent than adult. During adolescent, teenagers can easily be more frustrated and upset for no reason, while the adult are calmer with the emotion. This also true because when I was in my teenage years, if things wasn't going according to what I want, I would be upset with everything around me.

Differences in brain structure between males and females result in important differences in perceptions, emotional expressions, priorities and behaviors. (*) Relationship traits, problem solving approaches, mathematical abilities, reactions to stress, language, emotions, brain size, pain perception, spatial ability and susceptibility to disorders are just some areas in which men and women react differently because of their differences in brain structure. (*) To some scientists and theorists these many influential biological differences between men and women make gender roles inevitable. (*)

But they couldn’t be more wrong. Victoria M. Indivero of Penn State News’s ‘Sex segregation in schools, detrimental to equality’ say,”Neuroscientist have found a few difference between male and female brains, but none have been linked to different learning styles.” And to further back up this claim, I have Gina Rippon of Neuroscience News’s ‘Are Female and Male brains really different.’Which states,”It can be shown that a ‘characteristically male’ density of dendritic spines or branches of a neuro cell can be changed to the ‘female’ form simply by the application of a mild external stress. Biological sex alone cannot explain brain differences; to do so requires an understanding of how, when, and to what extent external events affect the struggle of the brain.” So as you can see the gender of the host does not determine nor change any aspect on the brain. It all has to do with the uniqueness of the brain and what happens outside it to the rest of the body that determines exactly what is need for living and learning. For example, if someone had been in a traumatizing car accident, but he was a young boy, it would be best not to stick him into a classroom that is littered with pictures and pictures of cars because they are seen as ‘boyish’. The things we do and happen to us as people

Other explanations for the variations include a large amount of estrogen hormones in females, which is the primary reason for the differences in the parts of a woman’s brain. According to Bruce Goldman, a science writer for the Stanford Medical School’s Office of Communication and Public Affairs, a woman’s hippocampus, a region of the brain that processes most learning and memorization, is generally bigger than a man’s and functions in a distinctive way. Better learning and memorization skills are especially important when it comes to schooling, which explains why every two men who earned a Bachelor of Arts degree in 2010 were matched by three women achieving the same (Rosin 306). This is not the only variations between the brains of each gender; the corpus callosum, the white matter in the center of the brain that helps the left and right lobe “talk” to each other, is larger in females, thus the reason that womens’ brains unfailingly show stronger communication between hemispheres (Goldman). Activity between these halves are important for speech as well as comprehension. Different sizes of different parts of the brain are part of the reason why women are biologically more capable in certain fields of work than men.

Well, maybe it’s just because they are, or because of the enhanced memory and social cognition skills. This is saying we remember stuff better than the male part of our species. The males have higher local functional connectivity, while females have a more broad functional connectivity. Females have more between-hemispheric connectivity and cross-module participation predominated in females. That means that females are better at thinking things out or as people call it “seeing the different colors of the world, in shades of gray.” So, in technicalities, females have superior intellect. (Woolley et al., n.d., p.

Also, in her article, Bonomo states, “males possess on average more than six times the amount of gray matter related to general intelligence than females, while females have nearly ten times the amount of white matter related to intelligence than do males. One part of a male’s brain, the inferior parietal lobe, is larger than a female’s and is involved in spatial and mathematical reasoning, skills that boys tend to perform better than girls” (Bonomo, 2010); whereas, girls tend to perform better than boys in verbal and written language. Furthermore, “in 2007 a longitudinal study conducted by the National Institutes of Health demonstrated consistent sex differences in the speed of the brain’s maturation (Lenroot et al. 2007). It also showed that boys’ brains develop differently than girls’

The authors discuss how “girls and boys tend to have different cognitive strengths and weaknesses.” Specifically, girls excel at tasks relying on verbal and

2581). The questions of if and how gender plays a role in a person's STM capabilities and working memory is one that has been visited and revisited over time, but has generally yielded fairly consistent results: one sex does not dominate the other in terms of which has a more functional STM, rather, men and women maintain their own respective skills regarding different areas of STM ("Sex Differences in Memory"; Loftus et al. 82).

Studies have been done using different difficulty levels of spatial rotation testing and have come up with statistics supporting males' abilities being higher then females. Goldstein, Haldane, and Mitchell (1990) studied the difference of visual spatial ability between male and female math students using the Mental Rotation test. They ran two studies, one with timed and untimed testing, and one with a group of individuals that scored highly in quantitative problem solving. Within the group of individuals that had high quantitative problem solving skills the males scored significantly higher in visual spatial recognition. Within the second test group involving time an untimed testing, males scored significantly higher then females in the timed testing section. There was no difference found in visual spatial ability between males and females during the untimed testing (Goldstein, Haldane, Mitchell 1990).

Imbedded in human history, gender stereotypes have been strong regulators of social roles. Although gender stereotyping has not been as overt in recent years, its impact in regards to spatial knowledge is still a critical matter. Recognized as one of the factors of intelligence, spatial knowledge is crucial in the fields of mathematics, engineering, and physics (Gardner, 1983; Neuburger, Jansen, Heil, & Quaiser-Pohl, 2012; Titze, Jansen, & Heil, 2011; Wraga, Helt, Jacobs, & Sullivan, 2007). There has generally been a gender gap in these fields, with an underrepresentation of females, and this may be due to stereotype threat (ST), the phenomenon in which individuals of minority groups are fearful of fulfilling negative stereotypes regarding their associated groups. Stereotype regarding spatial ability typically emphasizes males outperforming females on related mental rotation tasks (Neuburger et al., 2012; Titze et al., 2011; Wraga et al., 2007). Females may be experiencing ST, thus leading to poorer performance on mental rotation tasks. In a society that continues to strongly advocate for gender equality, the present study was conducted as a preliminary observation to determine whether there were current statistical implications for the stereotype.

Medical researchers have been aware for a long time that the male and female brain is different in size. In 2001, researchers from Harvard found certain parts of the brain were differently sized in males and females; this may answer some of the questions about the difference in the male and female brain in regards to development and

Knowing the differences in the brain begins to give some understanding on how and why females and males learn differently. There are many basic differences in learning. Like stated previously females are better at verbal skills which makes them better at reading and writing and causes them to use words as they learn, and males are better

The right hemisphere (Male) is the one that usually deals with visual-spatial tasks. Female who tend to be quicker at tasks involving language processing have been called left-brained. One theory that explains the gender differences in spatial abilities is hunter-gatherer theory of the origin of sex-specific spatial attributes. This view holds that men and women have different cognitive abilities appropriate to their sex roles in their prehistoric lifestyles. Prehistoric females (i.e. gatherers) who had to forage for food and keep track of objects, locations and landmarks near their homes were more successful at acquiring resources for bearing and raising offspring. Males (i.e. hunters) who were better able to travel in unfamiliar territory, estimate distance, and navigate with an eye view orientation were more successful at hunting, competing with other males, finding mates, and having children.