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Umfang: 1 Online-Ressource.

ISBN: 978-3-031-41272-1

Serie: Monographs in the psychology of education

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-41271-4

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-41274-5

Sprache: Englisch

Schlagwort(e): Electronic books.

DOI: 10.1007/978-3-031-41272-1

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URL: Volltext  (kostenfrei)

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URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Umfang: 1 Online-Ressource.

ISBN: 978-3-031-41272-1

Serie: Monographs in the psychology of education

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-41271-4

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-41274-5

Sprache: Englisch

DOI: 10.1007/978-3-031-41272-1

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Umfang: 1 Online-Ressource.

ISBN: 978-3-031-41272-1

Serie: Monographs in the psychology of education

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-41271-4

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-41274-5

Sprache: Englisch

DOI: 10.1007/978-3-031-41272-1

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Umfang: 1 online resource (112 pages)

Ausgabe: 1st ed. 2024.

ISBN: 3-031-41272-9

Serie: Monographs in the Psychology of Education,

Inhalt: This open access book examines why reading and math test scores for boys and girls have differed since the origins of testing in the United States. It details the pattern of differences that have remained largely unchanged for more than 100 years in the United States and worldwide. The book explores why boys have modestly larger math test score means than girls, and why girls have far larger reading test score means than boys. Boys have larger test score variances for both tasks. The only data of focus—and thus the only data to be explained—are boys’ and girls’ test score sample means and variances. In addition, the book provides the only coherent theory of gender differences explaining math and reading test score means and variances obtained in observational settings. It develops the simple genetical idea framed within a finite probability mixture model; it provides parameter estimates and displays numerous estimated probability distributions associated with the selected accessible studies chosen for analysis; and it extends the theory and provides explanations for never understood puzzling features of test score data. The book requires no auxiliary sources, although some understanding of random variables and probability theory is required to follow the formalization. It contains all technical details, including the estimation procedure and an R code implementation. Key areas of coverage include: Extensive literature summary from a unique data inequalities perspective. Perspective that challenges existing viewpoints on sex differences, falsifying conventional perspectives. Illustrates probability modeling of psychological data. Illustrates the failure of conventional statistics to explain data and the need for modeling data. Sex Differences in Reading and Math Test Scores of Children is an invaluable resource for researchers, professors, and graduate students in educational psychology, teaching and teacher education, literacy / language teaching and learning, mathematics education, curriculum studies, developmental psychology, statistics, and all interrelated disciplines.

Anmerkung: Chapter 1. Math and Reading Inequalities: The Key to Understanding Sex Differences -- Chapter 2. Math and Reading Literature’s Ubiquitous Inequalities -- Chapter 3. Method Difficulties and Varying Viewpoints -- Chapter 4. Math and Reading Genetical and Probability Models -- Chapter 5. Math and Reading Model Applications -- Chapter 6. Math and Reading Summaries, Clarifications, and Model Extensions.

Weitere Ausg.: ISBN 3-031-41271-0

Sprache: Englisch

DOI: 10.1007/978-3-031-41272-1

UID:

Umfang: 1 Online-Ressource (108 p.)

ISBN: 9783031412721 , 9783031412714

Serie: Monographs in the Psychology of Education

Inhalt: This open access book examines why reading and math test scores for boys and girls have differed since the origins of testing in the United States. It details the pattern of differences that have remained largely unchanged for more than 100 years in the United States and worldwide. The book explores why boys have modestly larger math test score means than girls, and why girls have far larger reading test score means than boys. Boys have larger test score variances for both tasks. The only data of focus—and thus the only data to be explained—are boys’ and girls’ test score sample means and variances. In addition, the book provides the only coherent theory of gender differences explaining math and reading test score means and variances obtained in observational settings. It develops the simple genetical idea framed within a finite probability mixture model; it provides parameter estimates and displays numerous estimated probability distributions associated with the selected accessible studies chosen for analysis; and it extends the theory and provides explanations for never understood puzzling features of test score data. The book requires no auxiliary sources, although some understanding of random variables and probability theory is required to follow the formalization. It contains all technical details, including the estimation procedure and an R code implementation. Key areas of coverage include: · Extensive literature summary from a unique data inequalities perspective. · Perspective that challenges existing viewpoints on sex differences, falsifying conventional perspectives. · Illustrates probability modeling of psychological data. · Illustrates the failure of conventional statistics to explain data and the need for modeling data. Sex Differences in Reading and Math Test Scores of Children is an invaluable resource for researchers, professors, and graduate students in educational psychology, teaching and teacher education, literacy / language teaching and learning, mathematics education, curriculum studies, developmental psychology, statistics, and all interrelated disciplines

Anmerkung: English

Sprache: Unbestimmte Sprache

URL: kostenfrei

UID:

Umfang: 1 online resource (112 pages)

Ausgabe: First edition.

ISBN: 3-031-41272-9

Serie: Monographs in the Psychology of Education Series.

Anmerkung: Intro -- Preface -- Acknowledgments -- Contents -- 1 Focus on Math and Reading Test Score Inequalities -- 2 Literature Review with Focus on Inequalities -- 2.1 U.S. National and International Studies -- 2.1.1 NAEP: ``The Nation's Report Card'' -- 2.1.2 PISA Tests -- 2.1.3 IEA PIRLS and TIMSS Tests -- 2.2 Publicly Accessible Individual Studies Reporting V -- 2.3 Early Twentieth Century U.S. Reading and Math Tests -- 3 Varying Viewpoints on Sex Differences -- 3.1 Similarities and Hellinger Distances -- 3.2 The False Claim of Parity in Math Testing -- 3.3 Sex Differences and Searching for Answers -- 3.4 Genetics: The Oldest Recognized Sex Differences Influence -- 4 Genetical and Y Models for Math and Reading -- 4.1 The Genetical Model -- 4.2 Model Y for Math -- 4.3 Model Y for Reading -- 4.4 Hellinger Distance H -- 5 Model Estimation and Illustration of Test Score Distributions -- 5.1 Math Examples -- 5.1.1 Example 1: Coin Tosses -- 5.1.2 Example 2: Poker Chips in Three Urns -- 5.1.3 Example 3: Italian Math Test -- 5.1.3.1 Standard Errors -- 5.1.4 Example 4: CogAT or Cognitive Abilities Test -- 5.1.5 Example 5: Stone's 1908 Math Tests -- 5.1.6 Example 6: The Courtis Arithmetic Tests -- 5.1.6.1 Courtis Tests 1 and 3: Addition and Multiplication -- 5.1.6.2 Courtis Test 6: Simple Reasoning -- 5.1.6.3 Courtis Test 7: Fundamentals -- 5.1.6.4 Courtis Test 8: Reasoning -- 5.1.6.5 Courtis Test Summary -- 5.1.7 Example 7: The NAEP Math Tests -- 5.1.7.1 NAEP Grade Four Math Tests -- 5.1.7.2 NAEP Grade Eight Math Tests -- 5.1.7.3 NAEP Grade Twelve Math Tests -- 5.1.7.4 NAEP Math Tests Summary -- 5.1.8 Example 8: 2003 PISA Math Tests -- 5.2 Reading Examples -- 5.2.1 Example 9: British Reading Test -- 5.2.2 Example 10: The NAEP Reading Tests -- 5.2.2.1 NAEP Fourth Grade Reading Tests -- 5.2.2.2 NAEP Eighth Grade Reading Tests. , 5.2.2.3 NAEP Twelfth Grade Reading Tests -- 5.2.2.4 NAEP Reading Test Analysis Summary -- 5.2.3 Example 11: 2003 PISA Reading Tests -- 6 Summaries and Model Extensions -- 6.1 Empirical and Conceptual Main Points -- 6.2 Math Meta-analyses and Variance Ratios -- 6.3 Arguments Against Genetic Influences -- 6.4 The Search for Biological Genetical Evidence -- 6.5 q as the Realization of a Random Variable Q -- 6.6 Sex Differences in Distributional Tails -- 6.7 Two Additional Alternatives for d -- 6.7.1 Girls Beat Boys -- 6.7.2 The Overlap Coefficient OVL -- 6.8 A PISA Reading and Math ``Paradox'' -- 6.9 Can mdo and rdo Be ``Chance'' Occurrences? -- 6.10 Model Y Dimensions and Fitting -- 6.11 Y and the Global Gender Gap Index -- 6.12 The Misleading Language and Images of Sex Differences -- 6.13 Coda -- A Arguments, Estimation, and R Code -- A.1 The Distribution of Y -- A.2 Inequality Arguments -- A.3 Estimation Algorithm -- A.4 R Function mathgap -- A.5 Conditional r Variance -- References -- Index.

Weitere Ausg.: ISBN 3-031-41271-0

Sprache: Englisch

UID:

Umfang: 1 online resource (112 pages)

Ausgabe: First edition.

ISBN: 3-031-41272-9

Serie: Monographs in the Psychology of Education Series.

Anmerkung: Intro -- Preface -- Acknowledgments -- Contents -- 1 Focus on Math and Reading Test Score Inequalities -- 2 Literature Review with Focus on Inequalities -- 2.1 U.S. National and International Studies -- 2.1.1 NAEP: ``The Nation's Report Card'' -- 2.1.2 PISA Tests -- 2.1.3 IEA PIRLS and TIMSS Tests -- 2.2 Publicly Accessible Individual Studies Reporting V -- 2.3 Early Twentieth Century U.S. Reading and Math Tests -- 3 Varying Viewpoints on Sex Differences -- 3.1 Similarities and Hellinger Distances -- 3.2 The False Claim of Parity in Math Testing -- 3.3 Sex Differences and Searching for Answers -- 3.4 Genetics: The Oldest Recognized Sex Differences Influence -- 4 Genetical and Y Models for Math and Reading -- 4.1 The Genetical Model -- 4.2 Model Y for Math -- 4.3 Model Y for Reading -- 4.4 Hellinger Distance H -- 5 Model Estimation and Illustration of Test Score Distributions -- 5.1 Math Examples -- 5.1.1 Example 1: Coin Tosses -- 5.1.2 Example 2: Poker Chips in Three Urns -- 5.1.3 Example 3: Italian Math Test -- 5.1.3.1 Standard Errors -- 5.1.4 Example 4: CogAT or Cognitive Abilities Test -- 5.1.5 Example 5: Stone's 1908 Math Tests -- 5.1.6 Example 6: The Courtis Arithmetic Tests -- 5.1.6.1 Courtis Tests 1 and 3: Addition and Multiplication -- 5.1.6.2 Courtis Test 6: Simple Reasoning -- 5.1.6.3 Courtis Test 7: Fundamentals -- 5.1.6.4 Courtis Test 8: Reasoning -- 5.1.6.5 Courtis Test Summary -- 5.1.7 Example 7: The NAEP Math Tests -- 5.1.7.1 NAEP Grade Four Math Tests -- 5.1.7.2 NAEP Grade Eight Math Tests -- 5.1.7.3 NAEP Grade Twelve Math Tests -- 5.1.7.4 NAEP Math Tests Summary -- 5.1.8 Example 8: 2003 PISA Math Tests -- 5.2 Reading Examples -- 5.2.1 Example 9: British Reading Test -- 5.2.2 Example 10: The NAEP Reading Tests -- 5.2.2.1 NAEP Fourth Grade Reading Tests -- 5.2.2.2 NAEP Eighth Grade Reading Tests. , 5.2.2.3 NAEP Twelfth Grade Reading Tests -- 5.2.2.4 NAEP Reading Test Analysis Summary -- 5.2.3 Example 11: 2003 PISA Reading Tests -- 6 Summaries and Model Extensions -- 6.1 Empirical and Conceptual Main Points -- 6.2 Math Meta-analyses and Variance Ratios -- 6.3 Arguments Against Genetic Influences -- 6.4 The Search for Biological Genetical Evidence -- 6.5 q as the Realization of a Random Variable Q -- 6.6 Sex Differences in Distributional Tails -- 6.7 Two Additional Alternatives for d -- 6.7.1 Girls Beat Boys -- 6.7.2 The Overlap Coefficient OVL -- 6.8 A PISA Reading and Math ``Paradox'' -- 6.9 Can mdo and rdo Be ``Chance'' Occurrences? -- 6.10 Model Y Dimensions and Fitting -- 6.11 Y and the Global Gender Gap Index -- 6.12 The Misleading Language and Images of Sex Differences -- 6.13 Coda -- A Arguments, Estimation, and R Code -- A.1 The Distribution of Y -- A.2 Inequality Arguments -- A.3 Estimation Algorithm -- A.4 R Function mathgap -- A.5 Conditional r Variance -- References -- Index.

Weitere Ausg.: ISBN 3-031-41271-0

Sprache: Englisch

UID:

Umfang: XII, 108 p. 24 illus., 23 illus. in color. , online resource.

Ausgabe: 1st ed. 2024.

ISBN: 9783031412721

Serie: Monographs in the Psychology of Education,

Inhalt: This open access book examines why reading and math test scores for boys and girls have differed since the origins of testing in the United States. It details the pattern of differences that have remained largely unchanged for more than 100 years in the United States and worldwide. The book explores why boys have modestly larger math test score means than girls, and why girls have far larger reading test score means than boys. Boys have larger test score variances for both tasks. The only data of focus-and thus the only data to be explained-are boys' and girls' test score sample means and variances. In addition, the book provides the only coherent theory of gender differences explaining math and reading test score means and variances obtained in observational settings. It develops the simple genetical idea framed within a finite probability mixture model; it provides parameter estimates and displays numerous estimated probability distributions associated with the selected accessible studies chosen for analysis; and it extends the theory and provides explanations for never understood puzzling features of test score data. The book requires no auxiliary sources, although some understanding of random variables and probability theory is required to follow the formalization. It contains all technical details, including the estimation procedure and an R code implementation. Key areas of coverage include: Extensive literature summary from a unique data inequalities perspective. Perspective that challenges existing viewpoints on sex differences, falsifying conventional perspectives. Illustrates probability modeling of psychological data. Illustrates the failure of conventional statistics to explain data and the need for modeling data. Sex Differences in Reading and Math Test Scores of Children is an invaluable resource for researchers, professors, and graduate students in educational psychology, teaching and teacher education, literacy / language teaching and learning, mathematics education, curriculum studies, developmental psychology, statistics, and all interrelated disciplines.

Anmerkung: Chapter 1. Math and Reading Inequalities: The Key to Understanding Sex Differences -- Chapter 2. Math and Reading Literature's Ubiquitous Inequalities -- Chapter 3. Method Difficulties and Varying Viewpoints -- Chapter 4. Math and Reading Genetical and Probability Models -- Chapter 5. Math and Reading Model Applications -- Chapter 6. Math and Reading Summaries, Clarifications, and Model Extensions.

In: Springer Nature eBook

Weitere Ausg.: Printed edition: ISBN 9783031412714

Weitere Ausg.: Printed edition: ISBN 9783031412738

Weitere Ausg.: Printed edition: ISBN 9783031412745

Sprache: Englisch

DOI: 10.1007/978-3-031-41272-1

URL: https://doi.org/10.1007/978-3-031-41272-1

UID:

Umfang: 1 online resource (112 pages)

Ausgabe: 1st ed.

ISBN: 9783031412721

Serie: Monographs in the Psychology of Education Series

Anmerkung: Intro -- Preface -- Acknowledgments -- Contents -- 1 Focus on Math and Reading Test Score Inequalities -- 2 Literature Review with Focus on Inequalities -- 2.1 U.S. National and International Studies -- 2.1.1 NAEP: ``The Nation's Report Card'' -- 2.1.2 PISA Tests -- 2.1.3 IEA PIRLS and TIMSS Tests -- 2.2 Publicly Accessible Individual Studies Reporting V -- 2.3 Early Twentieth Century U.S. Reading and Math Tests -- 3 Varying Viewpoints on Sex Differences -- 3.1 Similarities and Hellinger Distances -- 3.2 The False Claim of Parity in Math Testing -- 3.3 Sex Differences and Searching for Answers -- 3.4 Genetics: The Oldest Recognized Sex Differences Influence -- 4 Genetical and Y Models for Math and Reading -- 4.1 The Genetical Model -- 4.2 Model Y for Math -- 4.3 Model Y for Reading -- 4.4 Hellinger Distance H -- 5 Model Estimation and Illustration of Test Score Distributions -- 5.1 Math Examples -- 5.1.1 Example 1: Coin Tosses -- 5.1.2 Example 2: Poker Chips in Three Urns -- 5.1.3 Example 3: Italian Math Test -- 5.1.3.1 Standard Errors -- 5.1.4 Example 4: CogAT or Cognitive Abilities Test -- 5.1.5 Example 5: Stone's 1908 Math Tests -- 5.1.6 Example 6: The Courtis Arithmetic Tests -- 5.1.6.1 Courtis Tests 1 and 3: Addition and Multiplication -- 5.1.6.2 Courtis Test 6: Simple Reasoning -- 5.1.6.3 Courtis Test 7: Fundamentals -- 5.1.6.4 Courtis Test 8: Reasoning -- 5.1.6.5 Courtis Test Summary -- 5.1.7 Example 7: The NAEP Math Tests -- 5.1.7.1 NAEP Grade Four Math Tests -- 5.1.7.2 NAEP Grade Eight Math Tests -- 5.1.7.3 NAEP Grade Twelve Math Tests -- 5.1.7.4 NAEP Math Tests Summary -- 5.1.8 Example 8: 2003 PISA Math Tests -- 5.2 Reading Examples -- 5.2.1 Example 9: British Reading Test -- 5.2.2 Example 10: The NAEP Reading Tests -- 5.2.2.1 NAEP Fourth Grade Reading Tests -- 5.2.2.2 NAEP Eighth Grade Reading Tests. , 5.2.2.3 NAEP Twelfth Grade Reading Tests -- 5.2.2.4 NAEP Reading Test Analysis Summary -- 5.2.3 Example 11: 2003 PISA Reading Tests -- 6 Summaries and Model Extensions -- 6.1 Empirical and Conceptual Main Points -- 6.2 Math Meta-analyses and Variance Ratios -- 6.3 Arguments Against Genetic Influences -- 6.4 The Search for Biological Genetical Evidence -- 6.5 q as the Realization of a Random Variable Q -- 6.6 Sex Differences in Distributional Tails -- 6.7 Two Additional Alternatives for d -- 6.7.1 Girls Beat Boys -- 6.7.2 The Overlap Coefficient OVL -- 6.8 A PISA Reading and Math ``Paradox'' -- 6.9 Can mdo and rdo Be ``Chance'' Occurrences? -- 6.10 Model Y Dimensions and Fitting -- 6.11 Y and the Global Gender Gap Index -- 6.12 The Misleading Language and Images of Sex Differences -- 6.13 Coda -- A Arguments, Estimation, and R Code -- A.1 The Distribution of Y -- A.2 Inequality Arguments -- A.3 Estimation Algorithm -- A.4 R Function mathgap -- A.5 Conditional r Variance -- References -- Index.

Weitere Ausg.: Print version: Thomas, Hoben Sex Differences in Reading and Math Test Scores of Children Cham : Springer,c2023 ISBN 9783031412714

Sprache: Englisch

Schlagwort(e): Electronic books.

URL: Click to View

UID:

Umfang: 1 online resource (112 p.).

ISBN: 9783031412721 , 3031412729

Serie: Monographs in the Psychology of Education Series

Anmerkung: Description based upon print version of record. , Intro -- Preface -- Acknowledgments -- Contents -- 1 Focus on Math and Reading Test Score Inequalities -- 2 Literature Review with Focus on Inequalities -- 2.1 U.S. National and International Studies -- 2.1.1 NAEP: ``The Nation's Report Card'' -- 2.1.2 PISA Tests -- 2.1.3 IEA PIRLS and TIMSS Tests -- 2.2 Publicly Accessible Individual Studies Reporting V -- 2.3 Early Twentieth Century U.S. Reading and Math Tests -- 3 Varying Viewpoints on Sex Differences -- 3.1 Similarities and Hellinger Distances -- 3.2 The False Claim of Parity in Math Testing , 3.3 Sex Differences and Searching for Answers -- 3.4 Genetics: The Oldest Recognized Sex Differences Influence -- 4 Genetical and Y Models for Math and Reading -- 4.1 The Genetical Model -- 4.2 Model Y for Math -- 4.3 Model Y for Reading -- 4.4 Hellinger Distance H -- 5 Model Estimation and Illustration of Test Score Distributions -- 5.1 Math Examples -- 5.1.1 Example 1: Coin Tosses -- 5.1.2 Example 2: Poker Chips in Three Urns -- 5.1.3 Example 3: Italian Math Test -- 5.1.3.1 Standard Errors -- 5.1.4 Example 4: CogAT or Cognitive Abilities Test -- 5.1.5 Example 5: Stone's 1908 Math Tests , 5.1.6 Example 6: The Courtis Arithmetic Tests -- 5.1.6.1 Courtis Tests 1 and 3: Addition and Multiplication -- 5.1.6.2 Courtis Test 6: Simple Reasoning -- 5.1.6.3 Courtis Test 7: Fundamentals -- 5.1.6.4 Courtis Test 8: Reasoning -- 5.1.6.5 Courtis Test Summary -- 5.1.7 Example 7: The NAEP Math Tests -- 5.1.7.1 NAEP Grade Four Math Tests -- 5.1.7.2 NAEP Grade Eight Math Tests -- 5.1.7.3 NAEP Grade Twelve Math Tests -- 5.1.7.4 NAEP Math Tests Summary -- 5.1.8 Example 8: 2003 PISA Math Tests -- 5.2 Reading Examples -- 5.2.1 Example 9: British Reading Test -- 5.2.2 Example 10: The NAEP Reading Tests , 5.2.2.1 NAEP Fourth Grade Reading Tests -- 5.2.2.2 NAEP Eighth Grade Reading Tests -- 5.2.2.3 NAEP Twelfth Grade Reading Tests -- 5.2.2.4 NAEP Reading Test Analysis Summary -- 5.2.3 Example 11: 2003 PISA Reading Tests -- 6 Summaries and Model Extensions -- 6.1 Empirical and Conceptual Main Points -- 6.2 Math Meta-analyses and Variance Ratios -- 6.3 Arguments Against Genetic Influences -- 6.4 The Search for Biological Genetical Evidence -- 6.5 q as the Realization of a Random Variable Q -- 6.6 Sex Differences in Distributional Tails -- 6.7 Two Additional Alternatives for d -- 6.7.1 Girls Beat Boys , 6.7.2 The Overlap Coefficient OVL -- 6.8 A PISA Reading and Math ``Paradox'' -- 6.9 Can mdo and rdo Be ``Chance'' Occurrences? -- 6.10 Model Y Dimensions and Fitting -- 6.11 Y and the Global Gender Gap Index -- 6.12 The Misleading Language and Images of Sex Differences -- 6.13 Coda -- A Arguments, Estimation, and R Code -- A.1 The Distribution of Y -- A.2 Inequality Arguments -- A.3 Estimation Algorithm -- A.4 R Function mathgap -- A.5 Conditional r Variance -- References -- Index

Weitere Ausg.: Print version: Thomas, Hoben Sex Differences in Reading and Math Test Scores of Children Cham : Springer,c2023 ISBN 9783031412714

Sprache: Englisch

URL: Click here to view book