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essays on difference in male and female brain
essays on difference in male and female brain
essays on difference in male and female brain
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There are many debates about how children’s brains assimilate information in different ways. Studies show that there are various reactions about the brain being part of the varying reason for the different ways of assimilating information. Some children’s brains, regardless of gender, are larger than others resulting in the assimilation of information being easier for them. Young children can also learn on different levels only due to what they have been taught by their parents. This can increase or decrease their retention rates without having anything to do with their brains being different. Girls and boys are meant to be different because their gender provides feminine and masculine formations. As many children are on different levels of information assimilation, studies have shown that it is due to the difference in their brain structure. Many studies have been completed to show that the size of the brain, Social cognition, corpus callosum, and hypothalamus all have a large difference in development when comparing them between girls and boys.
The size of a child’s brain begins well before birth. Around the sixth week of pregnancy, an embryo’s brain is able to move in reaction to stimuli. By the eighth week the brain connects with the rest of the body. After the neurons are in their final place they began to develop connections to other neurons which is called synapses. During the fetal stage between 13 and 21 weeks, the neurons are set in place. At birth, the brain of girls and boys are different sizes. The lower part of the brain is called the hippocampus. Acting as a storage chest for memory, girls generally remember what they learned better than boys (Your brain and nervous system, 2013, P.2).
Social cognition is great...
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...nformation. To develop the higher areas of the brain, children must be able to experience things for themselves and feel the sense of accomplishment that goes along with completing tasks independently.
Many studies have been conducted to study classrooms at several schools to find out the differences in how children learn. They have found that boys are better at math and science, and girls are better at showing emotion and literature. These studies also explored separate class rooms for boys and girls. Cambridge University completed a four year study of 50 schools and they concluded that students that “single sex classrooms did better than coed classrooms” (Sax, 2012, P.4).
Works Cited
Eliot, L. ((2009, September 08)2009, September 08). Girl brain, boy brain? Scientific American.
Retrieved from http://www.scientificamerican.com/article.cfm?id=girl-brain-boy-brain
Because young boys are more active they often are disciplined, while girls are often quieter and naturally become a teacher’s favorite. This causes problems because classrooms naturally become more attuned to a girl’s style of learning, leaving young boys behind in the classroom from an early age. “Boy Problems” by Ann Hulbert goes into detail over the increasing “gender educational disparity.” Hulbert gives the reader useful information about how and why men are falling behind and the increasing gender differences in education. When fixing a problem one must first realize the problem exists. Now that the problem has come to light, action must be
Sabbatini, R. (n.d.). Are There Differences between the Brains of Males and Females?. "Brain & Mind" Magazine - WWW Home Page. Retrieved April 14, 2011, from http://www.cerebromente.org.br/n11/mente/eisntein/cerebro-homens.html
...ignificant evidence for my research argument indicates that the nature of gender/sex consists of a wide consensus. The latter is significant to original sex differences in brain structure and the organized role through sex differential prenatal hormone exposures through the term used in the article as (the ‘hardwiring’ paradigm). The article is limited to scientific shortcoming that presents neuroscientific research on sex and gender for it lacks an analysis that goes beyond the observed results. The article is based on neuroscience studies and how it approached gender, yet the article suggests that gender should be examined through social, culture studies, ethnicity and race. This article will not form the foundation of my research but will be used a secondary material. The neuroscience evidences will be used to support my argument and will be used as an example.
The assumption is that men and women are fundamentally different, that women are for example naturally more empathetic or emotionally-centered. In particular the belief she questions is that differences between the sexes can be easily explained by "natural" sex differences in the brain. One example of this that she lambasts involved researchers examining brain activity while men and women performed an emotion-matching test and subsequently taking the findings as concrete support for the idea that men are naturally more rational and women more emotional2. Brain activity during these tests was at least partially present in different regions of the brain depending on the sex of the participant, but the use of these minor differences to reverse inference a psychological state from brain activity is fundamentally flawed.3 Less activation in an area can actually mean that the connections have become more "streamlined" as expertise has increased and the activation of different regions of the brain is also highly context
It is proven that the male and female brains differ, but can one prove that it affects the behavior? Many scientists would agree that ones behavior is determined by his/her gender. Although others are convinced that social conditioning is the cause for the differences between the male and female, it is very unlikely that biological differences play no role in behavior. The male and female brains differ not only by how they work, but also on the size. For example, Natalie Angier and Kenneth Chang, neuroscientists, have shown that the women’s brain is about 10 percent smaller than the male’s, on average, even after accounting for women’s comparatively smaller body size. Three brain differences that affect ones behavior are the limbic size, the corpus collosum size, and the amount of gray and white matter.
Sex differentiation often characterizes males and females behaviour according to sex hormones, mainly estrogen and testosterone that takes place within the womb. This explains why boys play with cars, and girls play with dolls. Feminists tend to argue that this a result of social stereotypes, but alarming scientific results have shown that this is perhaps due to hormones(York, n.d., para.18). In fact, studies have revealed that problem-solving tasks are different in women and men. Females use problem-solving tasks in both of their hemispheres, whereas, males use only one hemisphere. There is also frequent evidence illustrating that males are better in spatial and math skills. On the other hand, females are considered to be better in vocabular...
Brain Development in early childhood is dependent on many factors. As the brain develops, cognitive, social and language acquisition activities build up. During cognition development language will naturally emerge. There are many factors that give to the outcome of brain development. As stated in The Development of Children, 2013 early brain development increases at a rapid rate. The brain does slow down its growth after infancy until there is another spurt around adolescence. The brain reaches about eighty percent of its mature weight at the onset of early childhood. At about five years of age, the brain is closer to ninety percent of its mature weight. Many significant changes occur during this slower time of early brain stages. “As seen within the brain the growth allows for myelination to continue. Myelination is when the brain that increases the spread of neural impulses to various areas of the head. During early childhood myelination occurs in the frontal cortex section of the brain. This fosters more cognitive protocol for the child” (Lightfoot, Cole 2013).
Children begin learning before they are even born. Some people may wonder how this is possible if the child hasn’t even taken its first breath yet, but it is true. Brain development begins in week four of their first trimester in the womb. This is important because the development helps a child learn and grow, effecting their future learning, education, and social skills. Brain development begins right in the womb and continues to flourish after birth. A child’s brain develops through neurons and their connections by synapses. Neurons communicate at synapses through the use of neurotransmitters. Neurotransmitters are chemicals sent between neurons as well as the muscles and organs they work with. They attach to receptors on receiving cells, translating into messages. Synapses, the connections in the mind between nerve cells, must be reinforced in order for them to remain active. For example, if a parent incorporates music into a child’s life, those connections will be strong, allowing the child to be musically talented, and more likely able to switch from instrument to instrument. On the other hand, if a parent does not reinforce musical skills on a child, they may not be able to ever learn how to play an instrument in the future. Furthermore, brain development is influenced by nutrition, speech, environment, nurture or neglect, and early childhood programs, all occurring in two periods of life. A child’s brain development is influenced by events while in the womb and after birth.
Oestrogen receptors in the brain are believed to cause gender-appropriate behaviour. Oestrogen, a hormone found in the female genital tissue, acts as a ligand and, by activating the oestrogen receptors found on the surfaces of brain cells, causes notable changes in behaviour. Professors at Yale University have studied the effects of oestrogen and found the hormone increases neural connectivity in the brain resulting in a more accurate memory. Turnham et al (2002) supports this as upon investigation...
It seems that single-sex education perpetuates gender stereotypes and promotes gender bias among students (Taylor). Gender-separate education requires schools and teachers to create gender-oriented courses, facilities, and learning environment. As a result, sing-sex schools exacerbate sexist attitudes and “feelings of superiority toward women” (Guarisco). It is fair to argue that the best way to achieve gender equality is to promote rather than eliminate interaction among girls and boys. However, girls in the sex-mixed class receive less attention from teachers than boys, which may lead to gender bias. More precisely, boys always have disciplinary issues, such as interruption; teachers have to pay more attention to boys’ behaviors in order to proceed the lecture more smoothly. Girls may feel less important and supportive in male-dominated classes; boys may think that males are smarter and far superior than females. Single-sex schools can address both girls’ and boys’ issues of gender stereotypes directly and accordingly. Male students may be freer to engage in some activities they have not considered before in mixed schools. For example, boys feel pressure to follow some non-macho interests when girls stay around them; however, the all-boys schools eliminate their pressure toward gender stereotyping to pursue music, dance, and drawing. Single-sex schools would help boys explore and develop themselves. Also, girls in sex-separate schools show more confidence and power (Guarisco). They could receive full attention from teachers and express their opinions in science classes without worrying about the boys’ banter. They may realize that they are as important as boys. Hence, both girls and boys can be free from gender stereotypes and benefit from a same-sex learning
Students are more focused and therefore have better test scores in single-sex classrooms. Although stereotypes are formed because of separating genders, a study in the 2009 British Educational Research Journal concluded that in single-sex classrooms, girls achieve more in math and science while boys achieve more in English (Kwong). Stereotypes have been developed early on of what girls and boys are more proficient at. Naturally girls are better at English; boys, math and science (compound sentence: elliptical construction). Single-sex classes encourage girls to pursue more in science and math and boys in English because it takes away gender stereotypes. If a boy and a girl are in the same science class working together, the girl becomes the scribe to write down data while the boy is doing the experiment (Kwong). Math and scien...
The single-sex format creates opportunities that do not exist in the coed classroom. (Edison 1) Researchers are unaware that both genders brains function differently. This lack of knowledge may be why the real truth about single-sex education being more efficient than co-ed education has not been discovered. Some say single-sex education may be the key for a brighter generation. It shows to improve test score dramatically. The number of public schools experimenting with single sex classes is now reported to be more than 350. (Silva 130) Some research also shows that single-sex classes have a more welcoming atmosphere. Single-sex education improves grades while coed educations keep an average pace.
Same sex classes make it possible for teachers to cater to student needs in a more efficient way. In general boys benefit from hands on learning, but girls benefit from calm discussions (Mullins 3). Girls tend to doubt themselves while boys think they can do anything. Boys need to be brought down from the clouds while girls need to be dug out of a hole (Mullins 3). David Chadwell says, "Structure and connection are two key concepts when examining gender in the classroom. All students certainly need both, but it seems that teachers need to consider the issue of structure more with boys and the issue of connection more with girls" (7), and Kristen Stanberry’s research has shown, "Some research indicates that girls learn better when classroom temperature is warm, while boys perform better in cooler classrooms. If that's true, then the temperature in a single-sex classroom could be set to optimize the learning of either male or female students" (1). These observations further support the idea that same sex classrooms can cater to student’s...
Sexologist are indecisive between gender explanations based on nature and culture. John Money’s he claimed, to divide pre- ad postnatal influences and attribute them to biology and culture respectively, since social influence enter the brain and are therefore also physiology.
Koizumi, H. (2004). ScienceDirect.com - Brain and Development - The concept of developing the brain: a new natural science for learning and education. ScienceDirect. Retrieved April 1, 2014, from http://www.sciencedirect.com/science/article/pii