This chapter discusses the kinds of analytic techniques that have led to conclusions concerning differences in the cognitive performance of men and women. It begins with a description of the derivation of different measures of effect size and the potential hazards in using meta-analytic techniques. In turn the likelihood of biases occurring in the publication of research, in the sampling of participants, and in the sampling of test items, and the issue of the possible heterogeneity of research studies, especially with (...) regard to their methodological quality are assessed. The chapter examines the arguments that the use of meta-analysis tends to constrain researchers in their choice of research questions, and that meta-analytic techniques constitute a “package” or technology that encourages a positivist, realist interpretation of gender differences in cognition. Nevertheless, the conclusion that the ideas, arguments, and evidence lead to a rather different, constructionist interpretation, and that as a consequence future research into gender differences in human cognition will need to address a wider range of research questions using a wider range of research methodologies is presented. (shrink)

The experiences of students taking the same courses in the humanities by distance learning were compared when tutorial support was provided conventionally or online . The Course Experience Questionnaire and the Revised Approaches to Studying Inventory were administered in a postal survey to 1264 students taking two different courses with the UK Open University. There were no significant differences between the students who received face-to-face tuition and those who received online tuition either in their perceptions of the academic quality of (...) their courses or in the approaches to studying that they adopted on those courses. Provided that tutors and students receive appropriate training and support, course designers in the humanities can be confident about introducing online forms of tutorial support in campus-based or distance education. (shrink)

This chapter briefly reviews the historical development of research into differences between women and men as it relates to contemporary discussions concerning actual or potential differences in cognition. In addition, methodological issues that are involved in research on differences between men and women and the broad variety of theoretical accounts that tend to be put forward in order to explain the findings obtained in such research are considered. Some of these issues are shown by discussing the research findings obtained in (...) the case of one particular measure of spatial ability, the Rod and Frame Test. In general, the range of theoretical options that have been exploited in endeavoring to explain observed differences between men and women in terms of their cognitive performance are described. (shrink)