Memory & Cognition: What difference does gender make?

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Memory & Cognition: What difference does gender make? Memory & Cognition: What difference does gender make?

Donna J. Bridge

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Memory & Cognition: What diﬀerence does gender

make?

Donna J. Bridge

Department of Psychology

Syracuse University

Abstract

Small but signiﬁcant gender diﬀerences, typically favoring women, have pre-

viously been observed in experiments measuring human episodic memory

performance. In three studies me asuring episodic memory, we compared

performance levels for men and women. Secondary analysis from a paired-

associate learning task revealed a superior ability for women to learn single

function pairs (i.e. words that are represented in only one pair), but per-

formance levels for double function pairs (i.e. pairs that contain words that

are also used in one other pair) were similar for men and women. We also

reanalyzed data from a recognition experiment that used pictures as stim-

uli, and discovered an enhanced propensity for women to recollect the test

probes in comparison to men, but familiarity based judgments had minimal

diﬀerences between genders. A prospective study was conducted in order to

compare the eﬀect of gender on a delayed free recall task that included basic

arithmetic problems as part of the distractor task. Implications for gender

diﬀerences are discussed with regard to biological factors involving estrogen,

and relevant social factors.

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Delayed Free Recall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Paired-Associate Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Recognition Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

References 32

Supported by MH069938-01 from the NIH to PI Marc W. Howard. The author acknowledges

the continuous support and assistance from Marc Howard, Jennifer Provyn, Vijay Venkatadass,

and Yaofei Zhang. Additional thanks to the remaining members of MEMlab for providing technical

and moral support.

GENDER & MEMORY 1

Introduction

Although ge nder diﬀerence s have been observed in some episodic memory do-

mains, the nature of thes e diﬀerences has not been well established or understood.

The presence of ge nder diﬀerences in episodic memory performance has been noted

under various laboratory conditions involving several diﬀerent tasks, including im-

mediate and delayed free recall of words (Herlitz, Nilsson, & Backman, 1997) and

recognition of words (Herlitz et al., 1997) and faces (Herlitz & Yonker, 2002; Lewin

& Herlitz, 2002), all favoring women. The observed diﬀerences have been reliable,

but the eﬀect sizes are often small and typically require a large subject pool to

see an eﬀect, (Herlitz et al., 1997; Herlitz & Yonker, 2002; Lewin & Herlitz, 2002;

Kramer, Yaﬀe, Lengenfelder, & Delis, 2003). Nonetheless, the variable performance

accounted for by gender classiﬁcation has been consistently observed in tasks me a-

suring episodic memory performance. Therefore, we ﬁnd it intrinsically interesting

to the study of memory to e xamine the role that gender plays in memory processes

and its subsequent eﬀects on performance.

By using advanced techniques to describe episodic memory processes in great

detail, we have begun to unveil subtle inﬂuences of gender. Within three episo dic

memory domains, data from four diﬀerent experiments have been assessed on the

basis of gender. We compared memory performances of men and women with two

verbal learning tasks, by implementing a delayed free recall experiment and reana-

lyzing data from a paired-associate study, see (Howard, Jing, & Provyn, Submitted).

Further insight was provided by secondary analysis of two non-verbal studies mea-

suring recognition memory, that relied on the use of pictures to serve as stimuli,

(Howard, Bessette-Symons, Zhang, & Hoyer, 2006; Schwartz, Howard, Jing, & Ka-

hana, 2005).

With the present study, we attempt to describe the inﬂuence of gender that

has been observed in various episodic memory procedures, by utilizing sophisticated

methods to describe underlying processes. As a comparative feature, we examine

GENDER & MEMORY 2

the diﬀerences elicited by a basic math assessment, and provide speculation about

the potential s ource of these cognitive gender diﬀerences.

Delayed Free Recall

We are interested in mapping out the unique organization of previously learned

items or events in memory. Free recall designs provide a useful way to assess the

processes underlying episodic memory retrieval. In a free recall experiment, subjects

are presented with a list of words individually during a study phase. Following a

variable delay after the study period, subjects are instructed to recall as many words

from the list they can remember in any order. Because subjects are not required to

recall the items from the list in the same sequence they were originally presented,

the output pos itions of the reme mbered words are unique to individual subjects.

Even though there is no res triction imposed on the recall period regarding order

of output, certain patterns of remembering are consistently observed in free recall

experiments. For instance, given a list of words in an immediate free recall task, the

probabilities of recalling words located in the beginning and the end of the list are

typically greater than for words from intermediate serial positions. The heightened

probability of recall for words from early serial positions is referred to as the primacy

eﬀect. The most often recalled words in a free recall experiment tend to be items

that occupy the ﬁnal serial positions on the list. The recency eﬀect describes this

robust property observed in free recall paradigms. Because the items located toward

the end of the list were the most recently presented, memory for these items may

be stronger than words with preceding serial positions. Generally, both of these

properties are pronounced in free recall designs; however, it is possible to reduce the

eﬀect of primacy by prohibiting rehearsal during the task, and the recency eﬀect

can be minimized by implementing a single delay period following presentation.

Methods. We recruited 67 women and 57 men from an introductory psychology

class at Syracuse University, all of whom participated in the study for course credit.

GENDER & MEMORY 3

We collected gender and ethnicity information from all participants, as part of the

documentation we are required to issue by the NIH. A total of 119 subjects were

used in our ﬁnal analysis due to insuﬃcient performance on the distractor task by

ﬁve subjects, discussed in further detail below. In the course of an hour, subjects

completed 18 trials of the task, each of which began with a study phase, immediately

followed with a distractor task, and ﬁnally ended with a free recall period.

For each trial, participants were instructed to study a list of 25 words, derived

from the Toronto word pool (Friendly, Franklin, Hoﬀman, & Rubin, 1982), and then

later asked to recall any item s from the list they could remember following a brief

delay of 30s. Each word was visually displayed on the screen for 1100 ms, in which

time subjects were required to identify the noun on the screen as a ’concrete’ or

’abstract’ word by pressing either the left or right control keys on the keyboard.

This served as an orienting task to assure the participants’ attention to the task.

The inter-presentation interval (IPI), the lapse of time in between the presentation

of each word, was set to 200ms. During the delay, subjects were prompted with

a series of basic arithmetic problems involving the addition of three single positive

integers. Answers were typed in using the number keys on the keyboard, and the

number of math problems varied with each trial depending on the subject’s response

time for each equation. After the distractor period, participants were prompted with

a beep that indicated to them that they should begin recalling any items from the

list by speaking the words into the headset provided. Each recall period lasted 60s.

Completion of the 18 trials was followed by a surprise ﬁnal free recall period, during

which time participants attempted to recall any words from any of the lists that had

been presented to them during the experiment. Five minutes were allocated to the

ﬁnal free recall period.

Results. Several measurements are typically used to assess patterns of learning

in free recall experiments. The ﬁrst measurement we used to assess pe rformance was

a serial position c urve (see Figure 1). A serial position curve clearly demonstrates

GENDER & MEMORY 4

Figure 1. Serial position curve for men and women. Error bars reﬂect 95% conﬁdence

intervals.

the impact of recency and primacy on the recall period, by depicting the probability

of recalling an item from the list relative to its serial position. Not only does the

serial position curve highlight the recency and primacy eﬀects, but it also serves as

an overview to examine the probability of recalling items distributed across all se-

rial positions. Figure 1 displays the cumulative probability of correctly recalling an

item from a list collapsed across trials. Using the serial position curve, we are able

to determine the average number of recalls per trial, by adding up each subjects’

probability of recall for every se rial position. We observed minimal diﬀerences be-

tween average number of recalls, with men recalling approximately 3.9 and women

averaging 4.03 words per trial, t(117) = −.62 p > .5.

Although the serial position curve is a useful tool to analyze free recall data,

it is limited in its ability to unveil subtle patterns of retrieval. A graph of the prob-

ability of ﬁrst recall is useful for providing additional insight into the complexities

that contribute to free recall paradigms. The probability of ﬁrst recall (PFR) graph

GENDER & MEMORY 5

Figure 2 . Probability of First Recall. Error bars indicate 95% conﬁdence intervals.

is essentially a serial position curve, but it only considers the very ﬁrst item re-

called, and neglects subsequent output positions (Howard & Kahana, 1999, 2002).

In immediate free recall, the PFR graph reinforces the pronounced recency eﬀect

depicted in standard serial position curves. Its main contribution, however, is its

novel ability to unveil the heightened probability of recalling items from the end of

the list in early output positions. The PFR curve (Figure 2) depicts similar results

to the serial position curve, with men and women demonstrating indistinguishable

probabilities of recall for the ﬁrst output position.

It is possible to attenuate the pronounced recency eﬀect observed in immediate

free recall by increasing the lapse of time between presentation and recall, while

simultaneously implementing a distractor task to disrupt rehearsal. The diminished

recency eﬀect can be observed in either the PFR or the serial position curve. Both

curves highlight the primacy eﬀect that remains in a free recall task with a delay, and

it displays a reduced recency eﬀect that is comparable in size to the primacy eﬀect.

We used a delayed free recall task in order to divert subjects’ tendency to mainly

GENDER & MEMORY 6

Figure 3. Conditional Response Probability curve for men and women. Error bars are 95%

conﬁdence intervals.

recall words from the end of the list, so that we would be able to focus primarily

on the transitions that occur between items dispersed throughout the list during

recall. An additional measurement is used to analyze speciﬁc transitions between

words according to their output positions and relative to original serial positions

at which they were presented. We constructed a conditional res ponse probability

(CRP) curve to describe the temporal relationship between words from the list with

consecutive output positions. The CRP curve captures the unique organization of

items in memory based on the two properties of contiguity and as ymme try. Figure 3

shows the probability of recalling an item from the list set as a function of lag, where

lag is the relative diﬀerence between serial positions of subsequently recalled items.

So, the relationship between items that are recalled with succeeding output positions

is depicted by the distance be tween their serial positions on the list. A small lag

between successively re called items means that they were originally presented in

similar contexts of occurrence based on time and location. Items recalled with

ensuing serial pos itions are denoted by positive lags, while negative lags represent

GENDER & MEMORY 7

preceding items on the list. For instance, suppose a subject is presented with a list

of words, denoted here by letters, A - B - C - D - E - F. During the recall period, if

the subject responds with D and then follows that recall with E, the lag would be

indicated by +1. If the s ubject recalled C after D instead of E, the lag would be

assigned a −1.

The weight of the associations presumably made during the encoding state

are revealed during retrieval, and rely heavily on the amount of c ontextual overlap

between the items. This is clearly demonstrated by the heightened conditional

response probability of items with small absolute lags and a diminishing probability

of recall as the lag increases. Interestingly, the CRP curve also exposes the peculiar

property of asymmetry of associations. The CRP curve reaches its maximum value

with a lag of +1, while a lag of negative −1 yields a drastically diminished probability

of recall, but its value is still relatively high in comparison to probabilities with

much greater absolute lags. The CRP curve (see Figure 3) provides the probability

of recall relative output position, collapsed across output positions. We compared

probabilities of recall with a lag of +1 and −1 but did not observe any distinguishable

diﬀerences.

We examined the data from the delayed free recall experiment using a serial

position curve, PFR curve, and CRP curve. These three tools permitted us to

describe some the intricacies that underly memory retrieval. We compared men’s

and women’s performances, but we did not observe any signiﬁcant eﬀects of gender

with any of the measurements we utilized for this study.

Math Distractor. We initially examined the distractor analysis to conﬁrm that

subjects were following the directions of the task and not simply spending the 30s

delay rehearsing words from the previous list. Our analysis contained several mea-

surements describing each subject’s performance, including the total number of math

questions answered correctly and incorrectly, overall proportion correct, average re-

action time, and variable reaction time. We decided to exclude those participants

GENDER & MEMORY 8

who were not appropriately completing the task. Participants that exhibited vari-

able reaction times greater than three standard deviations from the overall mean

(> 4989 ms) were cut from the analysis, as well as those whose proportion correct

was more than three standard deviations away from the mean (< .77 correct). A

total of ﬁve subjects (all men) were excluded from our ﬁnal analysis.

Interestingly, we discovered signiﬁcant gender diﬀerences in the math distrac-

tor task. We used t-tests to compare reaction times, proportion correct, and total

number of correctly answered equations. Overall, men and women answered the

same proportion of math problems correctly (.93 vs .92respectively), t(117) = 1.18

p > .2. Even though percentage correct was nearly equivalent, we discovered large

advantages for men regarding total number correct and mean reaction time. Men

were able to answer signiﬁcantly more equations correctly t(117) = 3.05 p < .003,

and at a faster rate t(117) = −2.4 p < .02, than women. Figures 4a and 4b display

the distribution of total correct responses for men and women.

Distractor Discussion. Even though the cumulative number of questions an-

swered correctly was higher for men, the level of accuracy was equivalent for both

groups. Men may have been able to answer more math equations overall because

their mean response times were signiﬁcantly faster than women’s. The ability to cor-

rectly answer basic math problems does not seem to diﬀer across genders; however,

since response time is a standard of meas urement that is considered when assessing

performance levels, men appear to be superior on this particular mathematical task.

Our examination of the detailed distractor analysis led to an unexpected in-

ﬂuence of gender. The implementation of a distractor task in a delayed free recall

experiment is primarily to divert subjects from rehearsal. The magnitude of the

distraction produced by the task should be relatively equal among participants. Be-

cause of the divergent inﬂuence of gender on performance for the math task, we

cannot assume that both groups were equally aﬀected by the distractor task, and

therefore men’s and women’s performances on the memory task may have been dif-

GENDER & MEMORY 9

Figure 4. Distribution of total number of correct responses made by men and women. a.

Distribution for men. b. Distribution for women.

ferentially inﬂuenced by the math problems. In future memory studies that do not

take gender into consideration, the type of distractor task should be reevaluated so

that all participants are comparably distracted.

The prevalence of stereotype threat may have an impact on some women’s

math performance. Stereotype threat refers to the psychological threat experienced

by individuals who fear being categorized by negative stereotypes of a group they

are aﬃliated with (Pronin, Steele, & Ross, 2004). Stereotype threat has the ability

to aﬀect performance of individuals in such a way that it ac tually reinforces the neg-

ative stereotype associated with the individual’s group. Findings from some studies

have suggested that mathematical evaluations can induce the negative inﬂuence of

GENDER & MEMORY 10

stereotype threat on women’s performances (Pronin et al., 2004; Johns, Schmader,

& Martens, 2005). Presumably, the stress evoked by stereotype threat may provoke

women to doubt their mathematical proﬁciency, causing them to exhibit slower re-

sponse times than men. This stress may be a consequence of the broadly supported

assumption that men are naturally more inclined to succeed in the realms of math

and science.

The distractor analysis provides interesting insight into the standards by which

we measure performance. For instance, standardized tests presumably measure

mathematical ability and comprehension, but the strict time constraint imposed on

these examinations may contribute to the divergent test scores exhibited by men and

women. Because mathematics is an explicitly gendered domain of academia, where

the achievements of men are greatly encouraged and a high aptitude is necessarily

predicted at a very young age, women are subject to oppositional group stigmas

(Pronin et al., 2004; Johns et al., 2005). Consequently, women who are aﬀected

by this stigmatization may demonstrate performances that reﬂect presupposed ex-

pectations about their individual abilities that ste m from negative generalizations

implicated by their particular gender group aﬃliation. The additional stress ex-

perienced by some women may induce doubt and anxiety that is exposed by their

comparatively lengthy response times in relation to men.

Paired-Associate Learning

Understanding the underlying processes that determine memory performance

is essential to break down the observable diﬀerences in memory between genders.

Rather than measuring episodic memory performance by solely focusing on men’s

and women’s aggregate correct recalls in verbal learning tasks, our analysis has been

primarily devoted to the mechanisms underlying the retrieval of concrete informa-

tion. In order to do this, we have assessed the learning of words by examining the

associations formed between items by using a paired-associate learning task.

GENDER & MEMORY 11

Associative memory can be described on multiple levels by assessing the le arn-

ing of two pair types, double function and single function pairs. Single function pairs

are compose d of unique words that are used in only one pair, as seen in Figure 5 a.

Double function pairs consist of words that are used in two separate pairs (Primoﬀ,

1938), as seen in Figure 5b. The words used in the double function pairs are part of

a linked list; each word is matched with two unique item s from the double function

list and serves as a stimulus for one word and a response for another word during

the test phase. For example, C-D and B-C are two pairs that share a similar item,

C, that plays a speciﬁc role in each pair; as the correct response for the cue B and

the probe for item D. Two particular pairs on the list do not follow the constraints

of either pair type; the ﬁrst and last pairs on the double function linked-list. The

ﬁrst and last pairs on the double function list A-B and H-I are distinguished from

the other pairs, because A and I are represented in only one pair. Therefore, the

learning of these two pairs is disregarded from our analysis of single function and

double function pairs.

In this type of experiment, subjects are randomly presented with a list con-

taining both pair types. Pairs are presented in an arbitrary order, however double

function pairs containing a shared item are never presented consecutively. This

constraint provides a means to assess the construction and strength of associations

formed without the presence of direct temporal proximity between items in separate

pairs. Because each double function item is a member of two separate pairs, recall

is more diﬃcult for this pair type than it is for single function pairs. This is pre-

sumably due to the presentation of each double function item in two distinct, yet

overlapping contexts of occurrence (Howard et al., Submitted).

Intrusions. Our analysis takes into account all possible res ponse s made to a

cue item, including correct recall and intruding items. Although there is only one

correct response to each stimulus, there are several diﬀerent types of intrusions one

could make in response to a double or single function item probe. The only other

GENDER & MEMORY 12

a b

A B C D E F G H I

Figure 5. This example is representative of a list of words depicted by letters. Each item

on the single function list is a novel word used in only one pair, while maintaining a solitary

serial position relative to the pair. Double function items are presented in two separate

pairs with diﬀering serial positions within each pair. a. Single Function List. b. Double

Function List.

possible circums tance that arises during the presentation of the cue is when the

subject do e s not elicit any response to the stimulus. In this case, we simply char-

acterize their error as no response and do not assimilate these errors with intrusive

responses. The correct response to a cue, C (se e Figure 5b), would be its corre-

sponding pair member, D. A response of B would indicate a backward intrusion.

Even though B and C do share group membership in a diﬀerent pair, the order of

presentation of the words in the pair is indicative of the correct response. The dual

presentation of items in two separate pairs incites confusion, and often times lures

participants to make incorrect responses. A remote intrusion to the cue C, could

actually be one of several responses, including E or A, for example. Other than

the backward intrusion and the correct response, a remote response embodies all of

the words that are members of the same pair type as the cue, such as I or F. An

other response can be thought of as being the functionally opposite response to a

cue as the remote intrusion. Rather than being an inconsequential response to a

cue from the same pair-type list, an other intrusion is any item that is a m embe r of

the opposite type of pair, for instance J or R , in response to the cue C. The ﬁnal

type of intrusion one could make is referred to as an extra-list intrusion, which is

reasonably self-explanatory, in that the intruded item does not come from either of

the lists, for example Z. The type of responses one could make to a single function

probe follow similar guidelines to those constructed for a double function cue as in

the examples above, but the unique properties of those responses will be described

in greater detail below.

GENDER & MEMORY 13

We broadly characterize all incorrect responses to a probe item as associative

and non-associative intrusions. The intrusions falling under the category of associa-

tive intrusions include backward and remote responses. One theory attributes the

formation of associations between items to overlapping temporal contexts of occur-

rence (Howard & Kahana, 2002; Howard et al., Submitted). A backward intrusion

demonstrates this tendency clearly. For instance, B (see Figure 5b) was originally

presented in two diﬀerent pairs with overlapping contexts. A backward intrusion

would presumably be a likely response to a double function item, due to its strong

contextual and temporal overlap with the probe (e.g. B given C ). Remote responses

are also considered to be associative intrusions, even though these intrusions were

never actually presented with the probe item in a pair. Since a temporal context

is retrieved when prompted with C, items that share a context or reserve a strong

overlapping context, indicated by a small linked-list lag, are more likely to be re-

called than items that have a weaker contextual overlap with a large linked-list lag,

or items with no overlap at all (Howard e t al., Submitted).

Single function cues also induce remote and backward intrusions, but their

connection to the probe is not so obvious. A sequence of single function pairs is

arbitrarily constructed to form the single function list, and then the list is presented

in a randomized order. Therefore, backward intrusions are not provoked by the

sharing of common items during presentation. Instead, a backward intrusion indi-

cates a lag of −1 from the cue item on the serial position list that was constructed

for the purposes of making comparisons across lists. Because the single function

pairs are not members of a linked-list like double function pairs, a remote intrusion

does not involve any mediating items that facilitate direct c onnections across pairs.

These intrusions are deﬁned by any incorrect response from the single function list

to a single function pair, excluding the backward response. Remote responses are

potentially provoked by their similar membership with the same pair type.

Responses with no contextual or temporal overlap are considered to be non-

GENDER & MEMORY 14

associative intrusions. These intrusions can be similarly explained for double func-

tion and single function cues. An other intrusion refers to any item that was orig-

inally presented as part of the oppositional list type (i.e. single function vs double

function) of the cue. Another type of non-associative intrusion one could make is

an extra list intrusion, which is indicative of a res ponse that was not initially pre-

sented to the subject as part of the study list. No response by a participant is

self-explanatory and implies a non-associative intrusion, but this type of response is

not included in our analysis.

Methods. We conducted secondary analyses on a large paired-associate data

set from a study reported in Howard et al. (Submitted). We divided the data by

gender in order to examine its eﬀect on the learning of double function and single

function pairs. Gender was determined for the purpose of our analysis by referring

to documentation collected at the time of the study. Two-hundred-six subjects,

147 women, were used for the gender analysis out of a total of 216 subjects who

participated in the study. Three subjects’ data were excluded from the analysis due

to lack of paperwork indicating gender speciﬁcation, and seven subjects (5 women)

were cut because they did not properly complete the task, as indicated by their

failure to meet the criterion of rece iving a probability of correct recall > 0 for all

trials of either pair type.

For a complete description of the me thods used in this task, please refer to

Howard et al. (Submitted).

Results. We measured the probability of correct recall and intrusions for both

gender groups on each of the four trials. Comparisons were made between double

function and single function pairs to examine learning across trials and frequency

and type of intrusions. See Table 1 to view proportions of correct recall and intrusion

types for single function and double function pairs across genders.

In order to consider the impact of gender on associative learning, we examined

GENDER & MEMORY 15

Single Function

Men Women

trial cr bk rm othr xli nr cr bk rm othr xli nr

1 .299 .002 .043 .219 .096 .341 .369 .003 .037 .190 .068 .333

2 .601 .002 .045 .149 .060 .143 .642 .001 .033 .128 .060 136

3 .716 .002 .018 .094 .072 .098 .748 .003 .020 .087 .050 .093

4 .761 .000 .016 .082 .062 .080 .792 .005 .022 .069 .049 .063

Double Function

Men Women

trial cr bk rm othr xli nr cr bk rm othr xli nr

1 .257 .158 .204 .043 .065 .273 .259 .180 .199 .035 .053 .273

2 .386 .181 .149 .038 .060 .185 .415 .201 .159 .031 .044 .150

3 .490 .166 .118 .027 .054 .145 .496 .188 .133 .023 .044 .116

4 .540 .152 .107 .024 .052 .125 .546 .170 .121 .023 .039 .101

Table 1: Proportion of correct recalls and intrusions. See text for a complete descrip-

tion of responses, cr: correct recall; bk: backward; rm: remote; othr: other; xli: extra-list;

nr: no response

diﬀerences in probability of correct recall across trials and pair type. Figure 6 shows

the proportion of correct recalls made by men and women for single function (Figure

6a) and double function (Figure 6b) pairs separately. It is clear from the picture that

women outperform men on single function pairs, but they appear to have similar

levels of performance when probed with a double function stimulus. We tested

for signiﬁcance by using a three-factor within-subjects ANOVA, with probability

of correct recall se t as the dependent variable, and trial, pair type, and gender

set as independent variables. Consistent with previous ﬁndings (Howard et al.,

Submitted), a signiﬁcant main eﬀect of trial, F (3, 1498) = 684.388, MSE = 11.061,

p < .001, pair type, F (1, 1498) = 1049.848, M SE = 16.967, p < .001, and an

interaction of trial and pair type F (3, 1498) = 36.590, M SE = .591, p < .001

were observed. Interestingly, a new ﬁnding illustrated by the ANOVA revealed a

signiﬁcant interaction of pair type and gender F (1, 1498) = 6.2982, MSE = .102,

p < .05.

GENDER & MEMORY 16

a b

Figure 6. Probability of correct recall across trials for single and double function pairs.

Error bars reﬂect 95% conﬁdence intervals. a. Single Function. b. Double Function.

Associative Interference. The interaction of gender and pair type is evidence of

women participants’ superior ability to correctly learn single function pairs of words

(Figure 6a), but not double function pairs (Figure 6b). Based on womens’ superior

performance on single function pairs, we would expect the diﬀerence between mens’

and womens’ probability of correct recall to remain consistent across pair types.

However, men and women maintained an approximately equivalent probability of

recall on double function pairs across trials.

These results suggest that women are more susceptible to associative inter-

ference than men on double function pairs. Perhaps women were prohibited from

achieving a higher probability of correct recall in relation to men, because their

memories elicited other items on the double function list that were temporally and

contextually associated with the probe. For instance, if women were more likely

than men to remember a backward ass ociated item to a cue, it may prevent them

from delivering the correct response.

Given women’s superior performance on single function pairs, we predict that

GENDER & MEMORY 17

they are more susceptible to associative interference than men. If women do exhibit

more assoc iative responses than men to double function cues, this would reasonably

explain why their probability of correct recall is comparatively lower than one would

expect.

In order to investigate this possibility, we analyzed the intrusion data. We

limited our intrusion analysis to incorrect responses that came from the study list,

and ignored extra list intrusions and no responses. This strategy made it possible

to assess speciﬁc transitions made between items on the list.

Figure 7 depicts the proportional relationships among the backward, remote,

and other responses for s ingle function (Figure 7a) and double function (Figure

7b) cues, given that the subject made an intrusion from the study list. The s ingle

function intrusion data seems jumbled and unsystematic, and without the presence

of any apparent gender diﬀerence s. Additionally, the intrusion data was limited for

single function cues, because of the heightened probability of correct recall (see Ta ble

1), resulting in minute values assigned to the remaining responses. The plots from

the double function intrusion data are comparatively systematic and organized, with

distinguishable gender diﬀerences. When an error is made from the list in response

to a double function cue, women seem to be making more backward and remote

responses than men. This can be seen by the systematic displacement downward

of women’s data plots, that is seemingly drawing them away from other intrusions,

and pulling them closer to backward and remote responses.

To quantify Figure 7b, we tested for signiﬁcance using a two-factor ANOVA.

We constructed an associative index for each subject that compared the probability

of making an associative intrusion versus a non-associative intrusion from the list

(i.e. the probability of making a backward or remote response minus the probability

of making an other response, divided by the combined probabilities of the three

intrusions). We utilized this technique in order to control for inconsistent probabil-

ities of recall and no response rates across genders for both pair types. Using the

GENDER & MEMORY 18

a b

Figure 7. Proportion of backward, remote, and other intrusions in 3-D space, when all other

types of responses are excluded. Bk + Rm + Othr = 1. a. Single Function. b. Double

Function.

associative index as the dependent variable, and trial and gender as the indepen-

dent factors, we observed a main eﬀect of gender F (1, 846) = 6.3125, M SE = .252,

p < .05 for double function cues, as we had predicted. The associative index from

the single function intrusion data did not result in a signiﬁcant eﬀect of gender,

F (1, 480) = 1.9736, MSE = .796, p > 0.1.

In response to a double function probe, women were signiﬁcantly more likely

than men to make an associative intrusion from the list rather than a non-associative

response from the list. Even though m en and women were seemingly performing

at the same level on double function pairs according to their equal probability of

recalls, women were able to better remember the context of the probe when they

were unable to recall the correct answer. Presumably, women were more subject to

the associative interference brought on by a double function cue, leading to a higher

proportion of backward and remote intrusions in comparison to men. Somewhat

counterintuitively, in this particular case , a better memory is reﬂected by excessive

errors.

GENDER & MEMORY 19

Recognition Memory

We initiated the examination of secondary analyses from two non-verbal tasks

on the basis of gender in order to gain additional insight into the speciﬁcity of the

gender diﬀerences that have previously been observed. By solely relying on the

visual display of pictures to provoke learning, we compared recognition memory for

men and women.

Recognition tasks diﬀer from recall tasks, in that subjects are not expected

to independently produce information from memory. Rather, recognition studies

require participants to discriminate be tween items that have previously bee n studied

and novel stimuli that were never b e fore presented. A great deal of controversy exists

in the ﬁeld of cognitive psychology about the inﬂuences that determine recognition

memory. Traditionally, dominant theories have attempted to describe recognition

memory as being dependent upon a single process of familiarity, where responses are

made on the basis of some threshold of conﬁdence that subjects use to discriminate

between “old” and “new” items (Yonelinas, 2001). However, in recent years more

researchers have attributed episodic recognition memory to the contribution of two

distinct components: recollection and familiarity (Yonelinas, 2001). Recollection

can be thought of as a process synonymous to recall, where c orrect identiﬁcation of

an item relies upon the speciﬁc properties associated with the item and a concrete

link to the original presentation of the item (Yonelinas, 2001; Schwartz et al., 2005).

Other judgments made during a recognition study are thought to rely on the notion

of familiarity, where responses are inﬂuenced by the similarity of the probe item and

information previously stored in memory (Schwartz et al., 2005).

The rather intuitive approach of dual-process recognition models can be

demonstrated in real-life situations. Suppose you reﬂect upon your commute to

work last Friday morning. You may vividly recall walking in late at 10 : 00a.m.,

because you missed the 9 : 15a.m. bus. During your stroll, you noticed the baby blue

sky, illuminating sunshine, and cool breeze on this seasonally warm day in April,

GENDER & MEMORY 20

that caused you to put on your sunglasses and carry your sweater. Your ability to

recall your morning walk with a great deal of speciﬁcity about the time and con-

text of the event would be classiﬁed as a recollected memory. On the other hand,

imagine that you were asked to recall your commute to work last Friday, but a vivid

description of your trip may not come to mind. You may m ake a few as sumptions

and generalizations about the transit to work that day. For instance, you know

where you were employed at the time, you can vaguely remember missing the bus,

but you do not recall how you actually got to work that day. Even though some

general information is available after some rumination, you are unable to determine

precisely the course of events that shaped your commute to work on that day. This

type of generalization would be characterized by its familiarity-based nature. You

are not able to restructure the event with spec iﬁc information from that day, but you

can make a reasonable estimate about the trip to work that day based on general

knowledge and information you have maintained from that period of time.

We measure recognition performance by ﬁrst classifying the types of responses

one could make to a stimulus. In a recognition task that assesses memory of pictures,

the subject must identify if (s)he had previously studied the item or if the picture

was new to the task. If the cued picture was in fact an “old” item from the list, the

subject could essentially make one of two responses. If the subject correctly identiﬁes

the item as “old”, the response would be considered a “hit”. However, if the subject

mistakenly rejects the “old” item as “new”, the response would be categorized as

a “miss”. Similar to the presentation of an “old” item during the test phase, if

the subject is probed with a “new” item, there are two responses (s)he could issue.

A “correct rejection” yields the appropriate answer, while a “false alarm” suggests

that the participant misattributed the “new” for an “old” item. Because “hit” rate

predicts “misses”, and “false alarm” rate speciﬁes “correct rejections”, we primarily

focus on these two types of responses when constructing descriptive ﬁgures for the

data.

GENDER & MEMORY 21

Using a dual-process approach, we attempt to measure recognition memory

performance and classify decisions as either recollection or familiarity based judg-

ments. The model is particularly useful when describing receiver operating charac-

teristics (ROCs) and making comparisons across groups. A ROC graphs the propor-

tion of correctly identiﬁed “old” items (hit rate) set as a function of the proportion of

incorrectly recognized “new” items (false alarm rate) (Yonelinas, 2001). The graph

is constructed by using a variable number of criteria set for the task. Rather than

simply measuring “sure old” and “sure new” responses for each probe, recognition

tasks provide a gradient of response criteria. This way, subjects are able to convey

their level of conﬁdence for each stimulus presented. The farthest left point on the

ROC denotes the most stringent criteria, whereby the highest conﬁdence responses

are made. Each subsequent plot to the right of the ﬁrst point include the cumula-

tive values of less and less conﬁdent responses (Yonelinas, 2001) (see, for example,

Figure 8. So, the hit rates and false alarm rates are relationally determined. In

an experiment with six criteria, a response of 6 for an “old” item will always be a

hit, while a response of 5 to an “old” item will be the cumulative proportion of hit

rates to false alarms for responses 5 and 6. As the criterion becomes more and more

liberal, the ROC approaches the maximum values of both probabilities (1, 1).

The Yonelinas dual-process high threshold model utilizes two free parame-

ters to generate an ROC; discriminability d

and recollection R. Discriminability

is computed as the average increase in familiarity assigned to items. This param-

eter measures the diﬀerence between the equal familiarity distributions of “new”

and “old” items. Recollection is determined by the probability of recollecting an

“old” item from the study list (Yonelinas, 2001). We use these two parameters to

assess recollection and familiarity across genders using methods described in detail

in Howard et al. (2006).

Methods. Analysis from two similar recognition tasks were assessed in order to

determine gender diﬀerences in recollection and familiarity. This secondary analysis

GENDER & MEMORY 22

was conducted after dividing the data based on gender identiﬁcation speciﬁed at the

time of the original studies.

Both studies used travel pictures as stimuli, taken from planetware.com, a

travel picture website, and included a variety of scenes from throughout the world

(Howard et al., 2006; Schwartz et al., 2005). The criteria to ass es s conﬁdence levels

was set to 6, so participants had six choices to use in response to one item. A

response of 1 would indicate that the subject was sure the stimulus was a “new”

item that had not been studied. Responding to an item with a 6 would indicate

that the subject was sure it was an “old” item that had deﬁnitely bee n studied.

Responding with one of the numbers in between the extreme values of 1 and 6

reﬂect less conﬁdent responses (Howard et al., 2006; Schwartz et al., 2005).

Experiment 1. The analysis from the ﬁrst experiment included data from 19

women and 23 men. A detailed des cription of the experimental methods can be

found in Howard et al. (2006).

Experiment 2. The secondary analysis from experiment 2 used data from 49

women and 21 men. A complete description of the experimental methods from this

study can be seen in Schwartz et al. (2005).

Results. We used a dual process model to measure recognition mem ory perfor-

mance and describe ROC curves. The estimated roles of recollection and familiarity

can be observed by the curvature and shape of the ROCs. In the YHT (Yoneli-

nas, 2001), if familiarity were the only process contributing to responses, ROCs are

constructed that are symmetric along the diagonal line. If responses reﬂect some

recollection based decisions, the leftmost point on the ROC will be s hifted up, result-

ing in asymmetrical lines along the diagonal. Since the contribution of familiarity

and rec ollection vary, the shape of the ROCs do not completely depend on levels of

accuracy (Yonelinas, 2001). Although other approaches to ﬁtting ROCs are possi-

GENDER & MEMORY 23

a b

Figure 8. Receiver Operating Characteristic (ROC) curve, with hit rate (HR) set as a

function of False Alarms (FA) shown for two recognition experiments. a. Exp eriment 1. b.

Experiment 2.

ble, here the YHT provides superior ﬁt to ROC curves from pictures (Howard et al.,

2006).

The diﬀerences in familiarity and recollection contributing to men’s and

women’s memory performance can be assessed by examining ROCs generated from

experiments 1 and 2, see Figures 8a & 8b. Interestingly, the two independent com-

ponents of recognition memory were not equally inﬂuenced by gender. The ROCs

for men and women are similarly curved, but they elicit noticeable diﬀerences. Even

though the shapes are relatively similar, the women’s curves are clearly raised above

the men’s for high conﬁdent responses in both experiments. As the criterion be-

comes increasingly liberal, the distance between the lines is diminished. The graphs

from the two recognition studies suggest that females have a higher probability of

R, but levels of familiarity are approximately the same for men and women.

By applying the parameters provided by the model to our data, we were able to

quantify the subtle diﬀerences observed from the ROCs. We compared recollection

R and discriminability d

results from each task across gender groups by using t-tests.

GENDER & MEMORY 24

Experiment 1 & 2 Mo del Parameters

R d

Exp Men Women Men Women

1 .27(.03) .35(.04) .55(.08) .55(.07)

2 .36(.03) .41(.02) .44(.06) .55(.05)

Table 2: Model Parameters for recognition experiments 1 & 2. The standard

error of each mean is in parentheses.

Assessment of the individual experiments separately did not yield a main eﬀect of

gender. This may be a consequence of the small subject pools allocated for each

experiment, combined with the consistently small, but robust gender diﬀerences

that have previously been observed in episodic memory tasks. In order to minimize

the variability provoked by a small number of subjects in each gender group, we

combined the results from experiments 1 and 2. The collective analysis was assessed

by use of a two factor ANOVA with experiment and gender set as independent

variables. Signiﬁcant main eﬀects of experiment F (1, 109) = 6.603, MSE = .155,

p < .05 and gender F (1, 109) = 5.469, M SE = .128, p < .05 were observed when we

considered R as the dependent variable. We did not observe signiﬁcant diﬀerences

in discriminability for gender or experiment.

Because the assessment of recognition memory is not necessarily straightfor-

ward, we have relied upon a model to describe performance across genders. We

relied upon the parameters of the YHT dual-process model (Yonelinas, 2001) to

quantify the gender diﬀerence s from the recognition studies. We have used this

model as a mechanism to substantively describe the gender diﬀerences we observed

from the actual tasks. These ﬁndings from these two studies suggest that men and

women rely equally on familiarity to make judgments. However, measurements of

recollection, presumably a function that is dependent upon a speciﬁc memory of an

event, are indicative of reliable gender diﬀerences favoring women.

GENDER & MEMORY 25

Discussion

The intricacy of our reliable measurements have allowed us to the examine the

impact of gender on episodic memory processes in great detail. Memory performance

from the delayed free recall design did not diﬀer across genders; however, a large

gender eﬀect was indicated by the math distractor task. Although discreet gender

eﬀects have been observed in some declarative memory tasks, we have neglected

to identify an inﬂuence of gender that is of the same magnitude as the diﬀerence

yielded by performance on the mathematical assessment.

The paired-associate task provided interesting ﬁndings regarding gender. Al-

though women were able to correctly respond to a single function cue more often

than men, double function probes did not elicit signiﬁcant gender diﬀerences in

probability of correct recall. Presumably, women did not surpass the performances

of men on the double function cues because they were more susceptible to associative

interference, indicated by their higher probability of responding with an associative

intrusion to a double function probe in relation to men.

The two recognition studies, which assessed memory performance with the use

of visually displayed travel pictures, elicited similar ﬁndings. The ROCs from the

individual experiments clearly depict women’s superior ability to recollect pictures,

but familiarity for both genders is relatively indistinguishable.

Studies involving gender eﬀects on cognition have typically relied upon two

schools of thought to explain the source of the observed diﬀerences. The expla-

nations occupy either the biological realm or they tend to favor social factors as

being the primary source of inﬂuence. It seems likely that both social and biological

factors play a role in generating diﬀerences between sex categories. Because direct

connections between neurological m odeling of the brain based on animal studies

and cognitive models involving human behavior cannot be made, speculative im-

plications can only be considered. Established biological sex diﬀerences cannot be

simply translated into gendered cognitive diﬀere nces , because these characteristics

GENDER & MEMORY 26

are inﬂuenced by social and biological factors.

It is ﬁrst essential to bear in mind several confounding factors that may have

inﬂuenced the results from our secondary analysis. Unlike the delayed free recall

task we designed and conducted, the data from the recognition and paired-associate

studies was examined on the basis of gender after it was originally collected. There-

fore, we were unable to control for several variables that typically arise during the

course of the semester. For instance, the quality of our subjects varies throughout

the semester, because the majority of our subject pool consists of students who are

taking an introductory psychology class and volunteer to participate in our research

studies for course credit. Those subjects who illustrate the tendency to procrasti-

nate in fulﬁlling their research credit and participate toward the end of the semester

usually do not provide the most useful data and may not match the caliber of the

subjects who participated earlier in the sem este r. Although this is not necessarily

the case, it could be confounded with gender.

Another factor to consider with all of the studies examined on the basis of

gender is the limited subject pool we have access to for our experiments. All of

our subjects attended Syracuse University, a private university in central New York,

that mainly consists of white students who clearly have access to the privileged

post-secondary educational system. Furthermore, recent trends indicate that the

majority of people who attain advanced degrees in the U.S. are women (Peter &

Horn, 2006). Given that more women sign up for our studies, declare Psychology

as a major, and attend Syracuse University, it is reasonable to expect the women

in our subject pool to be more motivated and focused while completing the exper-

iment. If more women are demonstrating a genuine interest in attaining academic

achievements than men, they may be putting forth a comparatively greater eﬀort

to complete the task. Although we did exclude those subjects who did not properly

complete the task, we were unable to account for individual diﬀerences aﬀecting

focus, motivation, and attention.

GENDER & MEMORY 27

Regarding the mathematical distractor task from the delayed free recall ex-

periment, women’s performances may be largely reﬂective of the stress induced by

stereotype threat. Stereotype threat can alter behavior drastically, provoking per-

sonally harmful behavior associated with the internalization of particularly damag-

ing stereotypes. Even though a woman may have the ability to do well on a math

exam, she may perform below her potential due to the pressures and stress involved

with the actual test, because of the negative constant reinforcement she has received

throughout her entire life, from the media, education system, and the blatant reality

of the workplace, where men overwhelmingly hold a majority of the careers in the

mathematical and scientiﬁc domains (Fox, 2001).

To further speculate on the nature of the subtle gender diﬀerences we have

observed in cognitive function, we will explore the inﬂuence of hormonal ﬂuctuation

in the female brain on memory. Here, we are not assuming that the participants who

identiﬁed themselves as “female” in our cognitive studies had e qual levels of estrogen,

or that they necessarily maintained higher levels of estrogen than some subjects who

indicated that they were “male”. However, estrogen is an inﬂuential hormone in the

female brain, and the potentially enhancing eﬀects of estrogen on cognitive function

provide reason to consider it as a variable for future research studies. Furthermore,

it is particularly appealing to discover links between behavioral cognitive modeling

and neurological ﬁndings in an attempt to determine the underlying causes of various

observations across disciplines.

The hippocampus is the site in the brain where associations among items and

events are formed and episodic memories temporarily stored (Bunsey & Eichenbaum,

1996). Many animal studies have investigated the impact of estrogen on hippocam-

pal structures and processes. In vitro and behavioral studies have unveiled an array

of enhancing eﬀects evoked by the presence of estrogen in the hippocampus un-

der natural and experimental conditions. Unfortunately, the beneﬁcial properties

estrogen apparently induces in the hippocampus of animals have not b ee n directly

GENDER & MEMORY 28

correlated to cognitive studies involving humans. However, due to estrogen’s physio-

logically inﬂuential characteristics, it is of great interest to gather implications from

neurological studies involving the impact of estrogen on brain structures believed to

be responsible for basic cognitive functions.

Estrogen has been demonstrated to have an enhancing eﬀect on synaptic plas-

ticity in the hippocampus (Foy, 2001). Synapses are the communicative sites in

the brain where messages are relayed between neurons. Synaptic plasticity refers

to modiﬁcations to the formation or structure of the synapse following neuronal

activation. Because of the elongated potency of the synapse following brief synap-

tic activity, researchers believe that synaptic plasticity plays an important role in

memory storage. Cellular changes include an expansion of neural projections and

a subsequent increased number of synaptic connections between neurons. These

resultant alterations are thought to be closely associated with learning and mem-

ory, particularly when neurons within the hippocampus or the cerebral cortex are

aﬀected. Estrogen enhances this process by increasing the number of synaptic con-

nections maintained by a neuron, and thereby potentially improving its ability to

process information (Foy, 2001).

In conjunction with the augmented synaptic plasticity in the hippocampus

provoked by the presence of estrogen, an increase in dendritic spine density on CA1

pyramidal cells is also observed. Dendritic spine density is inﬂuenced by the lev-

els of estrogen present during the female rat’s estrous cycle. When estrogen is at

its highest level, during proestrus, spine density is similarly heightened. Concur-

rently, spine density reaches its lowest value during estrus when estrogen levels are

diminished (Woolley & McEwen, 1994). The estrogen-induced increase in spine

and s ynapse density has been positively correlated to working memory performance

in mice (Daniel & Dohanich, 2001), where working memory can be classiﬁed in a

synonymous category as short term episodic memory for humans. In a study us-

ing hippocampal slices of ovariectomized rats, following behavioral testing, Daniel

GENDER & MEMORY 29

and Dohanich (2001) observed a parallel increase in NMDA receptor binding and

working memory acquisition in an eight-arm radial maze task following the acute

administration of estrogen 48 or 72 hours before testing.

The excitatory neurotransmitter, glutamate, mediates synaptic transmission

within the hippocampus. Several diﬀerent receptors bind to glutamate and cause

the neuron to become excited within the hippocampus and provide input to CA1

pyramidal cells, including the NMDA (N-methl D-aspartate) and AMPA (theta-

amino-3-hydroxy-5-methyl-4-isoxazoleproprianate) receptors. Estrogen is presumed

to positively aﬀect the growth of neural projections and enhance synaptic plasticity

through both NMDA and AMPA receptors (Foy et al., 1999). Additionally, other

studies have suggested that NMDA receptor activation is necessary in order to fa-

cilitate the heightened spine density of CA1 pyramidal cells provoked by estrogen

(Woolley & McEwen, 1994).

The magnitude of excitatory postsynaptic potentials (EPSPs) within the hip-

pocampus is intensiﬁed by the presence of estrogen. Particularly, AMPA and NMDA

mediated response activity is heightened by estrogen (Foy et al., 1999). An in vitro

study conducted by Foy et al. measured isolated AMPA and NMDA receptor-

mediated EPSPs following the administration of estrogen to CA1 pyramidal cells

located in the hippocampus. Estrogen rapidly enhanced both AMPA and NMDA

receptor channels as evidenced by the increased amplitude of EPSPs evoked by

Schaﬀer collateral stimulation (Foy et al., 1999).

Long-term p otentiation (LTP) refers to an extended increase in synaptic trans-

mission provoked by brief impulses of electrical stimulation in various neuronal path-

ways (Foy, 2001). Several studies have suggested that the sustenance of LTP may

play an important role in learning and memory (Barnes, 2003). More precisely,

LTP is currently viewed as a potential mechanism of memory storage within the

hippocampus (Foy, 2001)

Within the hippocam pal CA1 region, the induction of LTP requires stimula-

GENDER & MEMORY 30

tion with a frequency that is high enough to suﬃciently activate NMDA receptor

pathways. Furthermore, the maintenance and e xpression of LTP is dependent upon

enhanced AMPA receptor function (Foy, 2001). Estrogen has the ability to enhance

synaptic transmission and LTP in CA1 neurons of adult, male rats, as indicated

by the observation of hippocampal slices.(Foy et al., 1999). Additionally, stud-

ies involving awake, female, ovariectomized rats revealed an enhancement of LTP,

either within 20 or up to 60 m inutes, following the administration of estradiol ben-

zoate to the CA1 region. Other in vivo studies have demonstrated the facilitation

of LT P induction to be maximal in female rats during the afternoon of proestrus

(Cordoba Montoya & Carrer, 1997).

The production of granule cells within the adult rat’s dentate gyrus is notably

boosted when estrogen is present. In addition to the granule cell proliferation in-

duced by estrogen, the survival rate of these adult-generated cells is also enhanced.

These ﬁndings have been implicated by studies involving the rat’s natural ﬂuctua-

tion of ovarian hormones during their estrous cycle and in studies of animals that

have been ovariectomized and injected with estrogen (Tanapat, Has tings, Reeves, &

Gould, 1999).

Interestingly, female rats actually produce more new granule cells than males.

This sex diﬀerence seems to be directly related to the heightened cell proliferation

in the dentate gyrus of the female’s brain during proestrus or immediately following

the administration of estradiol. Production of new cells peaks during proestrus, al-

though they rapidly deteriorate when estrogen levels are naturally minimized during

estrus and correspondingly in cases where the rat has been ovariectomized. Sub-

sequently, even though females generate more granule cells than males, the overall

number of granule ce lls in the dentate gyrus is not signiﬁcantly diﬀere nt across the

estrous cycle. Speciﬁcally, a sex diﬀerence in the number of newly generated cells no

longer exists between male rats and female ovariectomized rats that have received

estrogen treatment 14 days prior to comparative testing. Moreover, a greater num-

GENDER & MEMORY 31

ber of newly formed cells degenerate in the dentate gyrus of female rats than males

(Tanapat et al., 1999).

The rapid formation of synapses among newly generated granule cells within

the hippocampus has been implicated to play an important role in memory storage

and retrieval. However, the impact of adult neurogenesis on memory and learning re-

mains controversial. Studies have demonstrated that the survival of adult-generated

granule neurons is enhanced in rats exposed to learning tasks that are dependent

upon the hippocampus (Tanapat et al., 1999). Although the functional signiﬁcance

of adult neurogenesis is currently unknown, it seems plausible that it is essential to

hippocampal integrity. Since the it is the site in the brain where memories are stored

and proces se d temporarily until they are transferred to other areas of the brain, the

ongoing reproduction of new cells may be a likely contributor to the maintenance

of these hippocampal functions (Tanapat et al., 1999).

Since the level of estrogen in the brain is essential to determine its inﬂuence

on the neurophysiology of the hippocampus and its subsequent eﬀect on cognition,

cognitive studies measuring sex diﬀerences should assess hormone levels of partic-

ipants at time of testing. The analysis we have provided do e s not account for the

natural ﬂuctuation of estrogen throughout the female menstrual cycle, since pre-

sumably the woman participants were tested at varying times of their cycle, and

other factors that inﬂuence estrogen levels (i.e. birth control) were not considered.

However, we can reasonably assume that the woman participants did have overall

higher levels of estrogen than the male subjects. Regardless of the circumstances

in our present study, estrogen levels and resultant hippocampal alterations provide

prospective implications to the study of memory and future treatments available for

cognitive deﬁcits.

REFERENCES 32

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