Gender Differences on Simultaneous and Sequential Cognitive Tasks among Egyptian School Children

Abstract

The present study investigated differences between Egyptian boys and girls in simultaneous and sequential cognitive processes. Four tests of the Kaufman Assessment Battery and one test from the Wechsler Intelligence Scale for Children—Revised were administered to 172 children (82 boys and 90 girls) in Grades 1, 3, and 5. Analysis indicated that the underlying factor structure of the children's performance was similar for boys and girls. Boys tended to surpass girls on simultaneous and sequential cognitive processes in all grade levels and children's simultaneous and sequential processes increased progressively across grades. The results were interpreted in terms of the influence of psychosocial variables on cognitive processes.