“His and Hers”

1. “His and Hers” By Tim Swinnerton and Daniel Gough 121 Educational Psychology Australian College of Physical Education

2. Does Gender Matter in Brain Structure and Functioning? Dr Richard Restark, an American neurologist, states ‘it seems unrealistic to deny any longer the existence of male and female brain differences. Just as there are physical dissimilarities between male and females…there are equally dramatic differences in brain functioning’ ( 1992) Research and ongoing debate regarding the concept that males and females have different brain structure and functions, which in turn may affect learning in educational institutions has been continuing for the past 30 years. To consider this issue it is important to understand the traditional view of brain laterality. This view breaks the brain into two cerebral hemispheres: the left-hemisphere and the right-hemisphere of the cerebral cortex.

3. The Left Hemisphere This part of the brain is the so-called logical hemisphere that specializes in analytical thought processes which are of course involved in speech, writing and reading. It allows the individual to think about factual information in a rational manner and allows for interpretation of words in a literal sense. The logical hemisphere allows individuals to understand sequences and to track time, and view, recognize and understand words, letters and numbers. It is generally responsible for knowledge, definitions, physical activity and planning for goal achievement. The left hemisphere controls right side of the body reflexes and movements. The Right Hemisphere This hemisphere supports the gathering of information from images as well as words and allows for greater recognition of patterns, spatial reasoning, faces, objects and places. It is supposedly the creative side of the brain that allows individuals to use their intuitive skills to gather information more efficiently from images rather than words. It is responsible for understanding rhythm, the physical senses, spontaneity, humor and developing relationships. The right side of the brain controls the left side of the body.

4. What Does This Mean? According to this view of traditional laterality the majority of individuals are dominated by one side of the brain or the other: that is they are either left hemisphere dominant or right hemisphere dominant. Sousa (1995) promotes the theory that females are more likely to be left hemisphere dominant that means that they tend to be more verbal, better at solving problems where there is one correct method of finding the answer and are more analytical than males. From 3 – 8 years of age girls tend to be more passive, wanting to help others, are more obedient as they defer to adult judgment easier and prefer indoor activities. Males on the other hand are more likely to be right hemisphere dominant as they typically tend to paint and draw well, prefer to deal with the visual world rather than verbalize and are usually naturally competent at mathematical activities dealing with algebra and geometry where there may be more than one way of getting to the solution. From 3 – 8 years of age boys tend to be more active, more boisterous, are more rebellious towards authority and would rather be outdoors and active participants in the environment.

5. Right v Left in Processing Information It is clear that the left and right hemispheres of the brain work together to process information but the manner in which the information is processed is different. Learning is enhanced when both sides of the brain work cooperatively together in a balanced manner. LINEAR V HOLISTIC PROCESSING The left side of the brain relies on a linear processing to gather information. The brain takes pieces of information, lines them up and is then able to arrange them in a sequential and logical order. The individual is then able to draw conclusions from the information. The right side of the brain is different. It likes to see the whole picture first and then fills in the details. Application: Left-brained individuals then are able to attend a lecture without having any knowledge of the topic being discussed and understand the information presented while a right –brained person should complete readings first about the topic so he can gain a sound understanding of the topic. SEQUENTIAL V RANDOM PROCESSING The left side of the brain processes information in order. It allows individuals to complete tasks and to complete sequential mathematical tasks easily. The right side of the brain uses a much more random approach to completing tasks. Order is not important and the concept of being organized is unimportant. Application: Left-brained individuals are able to complete a spelling test without too much difficulty because they can remember the sequences involved in spelling difficult words. Right brained people on the other hand have great difficulty spelling words and need to use a dictionary because they can not see the patterns necessary in the words themselves

6. RANDOM V CONCRETE PROCESSING The left side of the brain easily processes symbols to gain information. It deals comfortably with letters, words and mathematical equations and symbols. Memorizing math’s formulas is easy. The right brained individual however, needs concrete materials to assist in learning, such material Drawings are also important for the right side of the brain to process information. Application: The left-brained person will be able to learn to read using phonics as they are symbols ( letters) while the right-brained person will need to use more hands-on activities using words in context and pictures to work out new words. LOGICAL V INTUITIVE PROCESSING The left side of the brain processes information piece by piece to be able to understand what has occurred. The right side of the brain uses intuition to consider information and relies on a ‘gut’ reaction rather than a considered response. Application: In a test a left-brained person will pay attention to the mechanics of the information presented such as the spelling and grammar while a right-brained person will listen to his gut feelings about his answers rather than checking the mechanics of the answers themselves.

7. Are There Gender Differences in the Size, the Shape and Structure of the Brain? Boys’ brains and head circumference at birth are usually larger then females’ brains and head circumference at birth. As an adult however, brain size matches the actual weight of the adult. This means that men, who usually weigh more than women, have approximately 12% greater brain weight than women, but research has not proved that having a greater brain size and weight means greater brain activity in terms of possessing a higher level of intelligence. Some scientists believe that there are gender differences in the brain due in part to the types of hormones that circulate in the fetus in the womb. These hormones provide the gender of the fetus as the development of the genitals takes place and it is believed that the hormones also produce the differences in the brain between males and females. One study by Dr Godfrey Pearlson analyzed brain volume by comparing the MRI scans of a number of men and women and noted that the IPL or inferior-parietal lobule, located just above the level of the ears, was not only slightly larger in men but the lobule was reversed in women. This, the study suggested, could account for males being superior in mathematical tasks and why women could focus on specific information such as a baby crying in the night, with disregard for other night time distractions. Another study by Pearlson commented on the fact that two areas of the brain found in the frontal and temporal lobes were connected to language ability. These areas known as Broca and Wernicke ( named after the people who discovered them) are larger in volume in women’s brains – 23% in the Broca area and 13% in the Wernicke area and this gives one reason why women usually demonstrate superiority in language-associated activities.

8. Research completed by the University of Cincinnati presented evidence that men have more neurons in the cerebral cortex of the brain, women have more neuropil, which is the space between cell bodies in the brain’s tissues. This space contains synapses, dendrites and axons, which supposedly explains females tendency to develop dementia as males have a greater number of reserve neurons than women. Dr Bennett A Shaywitz from Yale University School of Medicine has found through studies that women tend to use both sides of the brain simultaneously to process verbal language while men use only the left side to do the same task. Dr Simon Levay has conducted research into the more primitive sections of the brain and has concluded that the hypothalamus, which controls most of the basic functions of life within the body, is twice as large in men than in women. This may account for some of the gender differences between males and females including the aggressive nature of males and the passivity of females.

9. Do Boys and Girls Think Differently and Learn Differently? The classic study of sex differences by Eleanor E. Maccoby and Carol N. Jacklin concluded that boys and girls do think differently as each sex has their own superior set of hemisphere related skills. Their conclusions found that girls are better than boys at completing verbal tasks as they are more proficient speakers and are more capable when it comes to understanding difficult reading material. Girls tended to behave passively during arguments and they preferred to be involved in indoor activities. Boys in this study on the other hand were found to be better at mathematics, were superior at reading maps and using visual cues and were much more aggressive when dealing with social problems. Boys also preferred to be actively engaged in outdoor activities. The results of this study appear to suggest that boys and girls do think differently and therefore will also learn differently. David Sousa ( 1995) points out that schools are generally left hemisphere places where left-hemisphere dominant individuals, the majority of which are girls, feel much more comfortable than boys.

10. What Sorts of Learning Environments are Best for Boys? Based on research it has been suggested that the best learning environments for boys is one, which includes the following ideas: * greater focus on ‘hands on’ activities. For example: actually doing the experiment in assessing how the angle of the surface level of fluid in a container may change when the container is tipped to varying angles rather than thinking about it * great focus on play and role-play activities * greater focus on outdoor activities, even teaching mainstream class outside is emphasized for boys * boys need to be recognized as ‘useful’ class members * greater focus on spatial activities * focus on sporting activities * focus on use of patterns and abstract relationships between things, composing of strategies for solving problems * use of maps and atlases to support learning * use of teaching techniques that do not place an emphasis on verbal structures and cues * use of visual cues to gather information * use of males, who are perceived as being ‘strong’ males as role models in the classroom and in the playground

11. What Sorts of Learning Environments are Best for Girls? Based on research it has been suggested that the best learning environments for girls is one, which includes the following ideas: * girls need to be recognized as being kind and helpful members of the class and school community * use of teaching techniques in which verbal structure and cues are important * use of sensory stimuli would be of benefit * greater focus on indoor activities * greater focus on communication skills in both teaching and learning * emphasis on reading materials for gathering information * quiet environments where emphasis is on individual learning for pleasure

12. What About Emotional Differences and Culture? It has been found that culture and family beliefs and practices certainly have an influence on the shaping of individuals in terms of the way they use their intelligence. This process is known as gender formation. Gender information is learnt through an individual’s interaction with family, friends and their place in the wider community. Current beliefs in society about feminine and masculine behaviors have an influence in shaping differences in not only social outcomes for boys and girls but in educational outcomes too. It is commonly understood that males are generally aggressive when playing. Their control of emotions is also aggressive in terms of being easily provoked, usually by other males, and they often make outbursts of temper without thinking of the consequences. They also tend to give up if faced with difficult learning activities. Girls on the other hand think before they act and are usually quieter in their emotional lives than males. They also tend to persevere with difficult tasks until they are mastered.

13. Can We Separate Cognition and Emotion? It is believed by many researchers that cognitive processes ad emotions are interconnected and that a relationship exists between the two. Every individual has experienced how emotions have been changed or altered by memories, ideas or general thoughts. How an individual perceives a stimulus will determine the emotional response. On the other hand emotions may also change the way an individual thinks: if he is anxious it may provoke a thoughtless, rash or quick decision but a cheerful emotion may enhance a decision because he has time to think about it more. It is evident that emotional states will affect memory, which is a cognitive function. Neural circuitry between emotions and cognitive response is carried out by parallel systems within the brain, which can not easily be separated. How is this Relevant to Teaching and Schools? This is relevant to teachers who wish to provide quality teaching programs for all students. It is important for teachers to understand the gender differences and to use a wide variety of teaching experiences and methods to ensure all students actively engage in the learning process. Eg De Bono’s Thinking Hats, Blooms Taxonomy . This information should make teachers prepare lessons creatively in order to reach all students in the class. Group work aimed for whole class, boys only and girls only needs to be part of the learning environment. Teachers should make sure that all students have equal access to all facilities and materials at school.

14. Bibliography Sabbatino Renato (2001) Are there differences between the brains of males and females? Retrieved October 1st, 2005, from http://www.cerebromente.org.br/n11/mente/einstein/cerebro-homen. Moir Ann & Jessel David Brain sex: the real difference between men and women Retrieved October 2nd, 2005 from http://www.theabsolute.net/misogyny/brainsx.html Walker Kerry 2001 The suspected relationship between cognition and emotion Retrieved October 2nd, 2005 from http://www.ucs.mun.ca/-r82kmw/emocog2.html Sousa David A (1995) How the brain learns: A classroom teacher’s guide Reston, National Association of Secondary School Principals Boys and literacy- teaching units (1997) Sydney, Curriculum Corporation Publishers.