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      Recommendations for sex/gender neuroimaging research: key principles and implications for research design, analysis, and interpretation

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          Abstract

          Neuroimaging (NI) technologies are having increasing impact in the study of complex cognitive and social processes. In this emerging field of social cognitive neuroscience, a central goal should be to increase the understanding of the interaction between the neurobiology of the individual and the environment in which humans develop and function. The study of sex/gender is often a focus for NI research, and may be motivated by a desire to better understand general developmental principles, mental health problems that show female-male disparities, and gendered differences in society. In order to ensure the maximum possible contribution of NI research to these goals, we draw attention to four key principles—overlap, mosaicism, contingency and entanglement—that have emerged from sex/gender research and that should inform NI research design, analysis and interpretation. We discuss the implications of these principles in the form of constructive guidelines and suggestions for researchers, editors, reviewers and science communicators.

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          Most cited references162

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          The Ambivalent Sexism Inventory: Differentiating hostile and benevolent sexism.

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            The gender similarities hypothesis.

            Janet Hyde (2005)
            The differences model, which argues that males and females are vastly different psychologically, dominates the popular media. Here, the author advances a very different view, the gender similarities hypothesis, which holds that males and females are similar on most, but not all, psychological variables. Results from a review of 46 meta-analyses support the gender similarities hypothesis. Gender differences can vary substantially in magnitude at different ages and depend on the context in which measurement occurs. Overinflated claims of gender differences carry substantial costs in areas such as the workplace and relationships. Copyright (c) 2005 APA, all rights reserved.
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              Socioeconomic status and the developing brain.

              Childhood socioeconomic status (SES) is associated with cognitive achievement throughout life. How does SES relate to brain development, and what are the mechanisms by which SES might exert its influence? We review studies in which behavioral, electrophysiological and neuroimaging methods have been used to characterize SES disparities in neurocognitive function. These studies indicate that SES is an important predictor of neurocognitive performance, particularly of language and executive function, and that SES differences are found in neural processing even when performance levels are equal. Implications for basic cognitive neuroscience and for understanding and ameliorating the problems related to childhood poverty are discussed.
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                Author and article information

                Contributors
                Journal
                Front Hum Neurosci
                Front Hum Neurosci
                Front. Hum. Neurosci.
                Frontiers in Human Neuroscience
                Frontiers Media S.A.
                1662-5161
                28 August 2014
                2014
                : 8
                : 650
                Affiliations
                [1] 1Aston Brain Centre, School of Life and Health Sciences (Psychology), Aston University Birmingham, West Midlands, UK
                [2] 2Department of Women’s, Gender and Sexuality Studies, Barnard College, Columbia University in the City of New York New York, NY, USA
                [3] 3Department of Social Psychology, Institute of Psychology, University of Bern Bern, Switzerland
                [4] 4Melbourne School of Psychological Sciences, Melbourne Business School, and Centre for Ethical Leadership, University of Melbourne Carlton, VIC, Australia
                Author notes

                Edited by: Sven Braeutigam, University of Oxford, UK

                Reviewed by: Sören Krach, Philipps-University Marburg, Germany; Jennifer Blanche Swettenham, University of Oxford, UK; Ana Susac, University of Zagreb, Croatia

                *Correspondence: Gina Rippon, Aston Brain Centre, School of Life and Health Sciences (Psychology), Aston University, Birmingham, West Midlands B4 7ET, UK e-mail: g.rippon@ 123456aston.ac.uk

                This article was submitted to the journal Frontiers in Human Neuroscience.

                Article
                10.3389/fnhum.2014.00650
                4147717
                25221493
                42052c99-0b4b-4f32-a27b-969e3776bf5a
                Copyright © 2014 Rippon, Jordan-Young, Kaiser and Fine.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 30 April 2014
                : 04 August 2014
                Page count
                Figures: 3, Tables: 0, Equations: 0, References: 153, Pages: 13, Words: 12146
                Categories
                Neuroscience
                Review Article

                Neurosciences
                brain imaging,sex differences,sex similarities,gender,stereotypes,essentialism,plasticity
                Neurosciences
                brain imaging, sex differences, sex similarities, gender, stereotypes, essentialism, plasticity

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