Stephen J. Ceci – författare

Even though women consistently receive better grades in math and science, men excel on math aptitude tests and are greatly overrepresented in the so-called hard sciences. The Mathematics of Sex explores why males are overrepresented in mathematically intensive professions such as physics, computer science, chemistry, mathematics, and engineering. Bringing together for the first time important research from such diverse fields as endocrinology, economics, sociology, education, genetics, and psychology, the authors show that two factors--the parenting choices women (but not men) have to make, and the tendency of bright women to choose people-oriented fields like medicine--largely account for the under-representation of women in the hard sciences. Further, research shows that biology itself--differences in hormones or brain organization--does not fully account for the problem. Compressing an enormous amount of information--over 400 studies--into a readable, engaging account suitable for parents, educators, and policymakers, this book advances the debate about women in science unlike any other book before it.

Nearly half of all physicians and biologists are females, as are the majority of new psychologists, veterinarians, and dentists, suggesting that women have achieved equality with men in the workforce. But the ranks of professionals in math-intensive careers remain lopsidedly male; up to 93% of tenure-track academic positions in some of the most mathematically-oriented fields are held by men.Three main explanations have been advanced to explain the dearth of women in math-intensive careers, and in The Mathematics of Sex, Stephen J. Ceci and Wendy M. Williams describe and dissect the evidence for each. The first explanation involves innate ability--male brains are physiologically optimized to perform advanced mathematical and spatial operations; the second is that social and cultural biases inhibit females'' training and success in mathematical fields; the third alleges that women are less interested in math-intensive careers than are men, preferring people-oriented pursuits. Drawing on research in endocrinology, economics, sociology, education, genetics, and psychology to arrive at their own unique, evidence-based conclusion, the authors argue that the problem is due to certain choices that women (but not men) are compelled to make in our society; that women tend not to favor math-intensive careers for certain reasons, and that sex differences in math and spatial ability cannot adequately explain the scarcity of women in these fields. The Mathematics of Sex represents the first time such a thorough synthesis of data has been carried out to solve the puzzle of women''s underrepresentation in math-intensive careers. The result is a readable, engaging account suitable not only for academics in an array of disciplines, but for general readers as well--including educators, science policymakers, parents of daughters, and anyone intellectually curious about a key controversy of our time.

Nearly half of all physicians and biologists are females, as are the majority of new psychologists, veterinarians, and dentists, suggesting that women have achieved equality with men in the workforce. But the ranks of professionals in math-intensive careers remain lopsidedly male; up to 93% of tenure-track academic positions in some of the most mathematically-oriented fields are held by men.Three main explanations have been advanced to explain the dearth of women in math-intensive careers, and in The Mathematics of Sex, Stephen J. Ceci and Wendy M. Williams describe and dissect the evidence for each. The first explanation involves innate ability--male brains are physiologically optimized to perform advanced mathematical and spatial operations; the second is that social and cultural biases inhibit females'' training and success in mathematical fields; the third alleges that women are less interested in math-intensive careers than are men, preferring people-oriented pursuits. Drawing on research in endocrinology, economics, sociology, education, genetics, and psychology to arrive at their own unique, evidence-based conclusion, the authors argue that the problem is due to certain choices that women (but not men) are compelled to make in our society; that women tend not to favor math-intensive careers for certain reasons, and that sex differences in math and spatial ability cannot adequately explain the scarcity of women in these fields. The Mathematics of Sex represents the first time such a thorough synthesis of data has been carried out to solve the puzzle of women''s underrepresentation in math-intensive careers. The result is a readable, engaging account suitable not only for academics in an array of disciplines, but for general readers as well--including educators, science policymakers, parents of daughters, and anyone intellectually curious about a key controversy of our time.

The Nature/Nurture Debate: The Essential Readings provides students with a selection of some of the key articles by key researchers in this core area of developmental psychology.

Ceci argues that traditional conceptions of intelligence ignore the role of society in shaping intelligence and underestimate the intelligence of non-Western societies. He puts forth a "bio-ecological" framework of individual differences in intellectual development that is intended to address some of the major deficiencies of extant theories of intelligence. The focus is on alternative interpretations of phenomena that emerge when implicit assumptions of intelligence researchers are challenged.

The understanding of early deception is important for both theoretical and practical purposes. Children's deceptive behaviors provide a window into their models and theories of mind. On a practical level, childhood deception poses challenges for the legal system as well as parents and schools. In this volume, contributors from diverse areas of psychology -- social, cognitive, and developmental -- as well as philosophy and law examine the determinants of deception among preschoolers. In addition to a wealth of new empirical findings dealing with gender, motivation, and context in children's use of deception, evidence is provided for recursivity of awareness in children as young as three years of age. With chapters and commentaries written by leading scholars in the United States, England, and Australia, this book reflects a growing concern with ecological validity in developmental studies and may prompt rethinking of traditional models of mind based exclusively on data from laboratory experiments.

Recognized as the definitive reference in the field, this book addresses a broad range of biologically based disorders that affect children's learning and development. Leading authorities review the genetics of each disorder; its course and outcome; associated developmental, cognitive, and psychosocial challenges; and what clinicians and educators need to know about effective approaches to assessment and intervention. Coverage encompasses numerous lower-incidence neurodevelopmental disabilities as well as more frequently diagnosed learning and behavior problems with a genetic component.

First Published in 1986. This is the companion volume to the Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities-Vol. 1. As such, it is a continuation of the theme and approach taken in the first volume. There are four thematic sections, comprised of three to four chapters each, dealing with cognitive (micro-level and macro-level), social, and neurological characteristics of learning-disabled individuals.

The understanding of early deception is important for both theoretical and practical purposes. Children''s deceptive behaviors provide a window into their models and theories of mind. On a practical level, childhood deception poses challenges for the legal system as well as parents and schools.In this volume, contributors from diverse areas of psychology -- social, cognitive, and developmental -- as well as philosophy and law examine the determinants of deception among preschoolers. In addition to a wealth of new empirical findings dealing with gender, motivation, and context in children''s use of deception, evidence is provided for recursivity of awareness in children as young as three years of age. With chapters and commentaries written by leading scholars in the United States, England, and Australia, this book reflects a growing concern with ecological validity in developmental studies and may prompt rethinking of traditional models of mind based exclusively on data from laboratory experiments.

The understanding of early deception is important for both theoretical and practical purposes. Children''s deceptive behaviors provide a window into their models and theories of mind. On a practical level, childhood deception poses challenges for the legal system as well as parents and schools.In this volume, contributors from diverse areas of psychology -- social, cognitive, and developmental -- as well as philosophy and law examine the determinants of deception among preschoolers. In addition to a wealth of new empirical findings dealing with gender, motivation, and context in children''s use of deception, evidence is provided for recursivity of awareness in children as young as three years of age. With chapters and commentaries written by leading scholars in the United States, England, and Australia, this book reflects a growing concern with ecological validity in developmental studies and may prompt rethinking of traditional models of mind based exclusively on data from laboratory experiments.

First Published in 1986. This is the companion volume to the Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities-Vol. 1. As such, it is a continuation of the theme and approach taken in the first volume. There are four thematic sections, comprised of three to four chapters each, dealing with cognitive (micro-level and macro-level), social, and neurological characteristics of learning-disabled individuals.

First Published in 1986. This is the companion volume to the Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities-Vol. 1. As such, it is a continuation of the theme and approach taken in the first volume. There are four thematic sections, comprised of three to four chapters each, dealing with cognitive (micro-level and macro-level), social, and neurological characteristics of learning-disabled individuals.

Recognized as the definitive reference in the field, this book addresses a broad range of biologically based disorders that affect children''s learning and development. Leading authorities review the genetics of each disorder; its course and outcome; associated developmental, cognitive, and psychosocial challenges; and what clinicians and educators need to know about effective approaches to assessment and intervention. Coverage encompasses numerous lower-incidence neurodevelopmental disabilities as well as more frequently diagnosed learning and behavior problems with a genetic component.

Recognized as the definitive reference in the field, this book addresses a broad range of biologically based disorders that affect children''s learning and development. Leading authorities review the genetics of each disorder; its course and outcome; associated developmental, cognitive, and psychosocial challenges; and what clinicians and educators need to know about effective approaches to assessment and intervention. Coverage encompasses numerous lower-incidence neurodevelopmental disabilities as well as more frequently diagnosed learning and behavior problems with a genetic component.

The understanding of early deception is important for both theoretical and practical purposes. Children's deceptive behaviors provide a window into their models and theories of mind. On a practical level, childhood deception poses challenges for the legal system as well as parents and schools. In this volume, contributors from diverse areas of psychology -- social, cognitive, and developmental -- as well as philosophy and law examine the determinants of deception among preschoolers. In addition to a wealth of new empirical findings dealing with gender, motivation, and context in children's use of deception, evidence is provided for recursivity of awareness in children as young as three years of age. With chapters and commentaries written by leading scholars in the United States, England, and Australia, this book reflects a growing concern with ecological validity in developmental studies and may prompt rethinking of traditional models of mind based exclusively on data from laboratory experiments.

By linking a wide range of social and economic conditions, The State of Americans is a “thoughtful, compelling piece of work” that presents a comprehensive overview of American social trends (William J. Bennett, bestselling author).With previous publications about social problems dealing with one issue at a time, The State of Americans is the first book to bring together the demographic data on social trends, systematically examining the relationships among them. Readers will find evidence supporting the authors’ claims that it is impossible to determine where America is headed unless there is consideration of factors such as family structures and social attitudes and recognition of how they influence each other. The State of Americans is the perfect read for anyone looking to understand the interrelationships among social and economic conditions and how they can determine whether the nation is prospering or declining.

Perspectives on Children''s Testimony presents current empirical research on the factors which influence adults'' perceptions of the child witness. This volume provides researchers in both the psychological and the criminal justice communities with knowledge about adult beliefs regarding child witnesses, how these beliefs may influence jury verdicts, and the relationship of these perceptions to the credibility and accuracy of children''s testimony. A variety of new techniques are employed in assessing adult views of child witnesses. Special features of the volume include: an in-depth treatment of techniques of interviewing child victims of sexual abuse, an examination of children''s perceptions and knowledge of the legal system, and critical and theoretical integrations of the original, empirical papers.