Development of the Cerebral Cortex: XI. Sexual Dimorphism in the Brain
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Addiction and the Female Brain by Jeffrey Georgi, M.Div., MAH, LCAS, CGP Consulting Associate Div
Addiction and the female brain by Jeffrey Georgi, M.Div., MAH, LCAS, CGP Consulting Associate Div. of Addiction Research and Translation Duke University Medical Center Georgi Educational and Counseling Services [email protected] 919-286-1600 and the end of all our exploring will be to arrive where we started and know the place for the first time TSE © GECS Biological+Psychological+Social+Spiritual Vulnerability Liability Context Bankruptcy plus experience/relationships equals woman © GECS 1 Women’s brains the obvious Women’s brains are part of women’s bodies Women’s bodies are supported by a complex web interconnected relationships Women’s relationships fall within a social and historical context The complexity of the female brain’s neural net and it’s virtually infinite relational and cultural tapestry defies definition Our task this week is inherently reductionistic © GECS Biological+Psychological+Social+Spiritual Vulnerability Liability Context Bankruptcy plus experience/relationships equals Addiction © GECS © GECS 2 © GECS © GECS © GECS 3 X © GECS © GECS 4 © GECS Other Suggestions Disease makes good people make mistakes – they still are good people but need to be held accountable Willpower will not work over time The limbic system is not reasonable Addiction is not a choice Addiction makes almost any psychiatric disorder more difficult and more dangerous © GECS prefrontal cortex orbitofrontal cortex (OFC) © GECS 5 Corpus callosum Anterior cingulate cortex frontal frontal cortex - Nucleus accumbens Hypothalamus Pre Olfactory bulb Amygdala Hippocampus © GECS Women’s brains general principles Structurally the differences between the male and female brain are real but they are subtle and important. Areas where there are differences matter and need to be addressed clinically. -
Evolutionary Trajectories Explain the Diversified Evolution of Isogamy And
Evolutionary trajectories explain the diversified evolution of isogamy and anisogamy in marine green algae Tatsuya Togashia,b,c,1, John L. Barteltc,d, Jin Yoshimuraa,e,f, Kei-ichi Tainakae, and Paul Alan Coxc aMarine Biosystems Research Center, Chiba University, Kamogawa 299-5502, Japan; bPrecursory Research for Embryonic Science and Technology, Japan Science and Technology Agency, Kawaguchi 332-0012, Japan; cInstitute for Ethnomedicine, Jackson Hole, WY 83001; dEvolutionary Programming, San Clemente, CA 92673; eDepartment of Systems Engineering, Shizuoka University, Hamamatsu 432-8561, Japan; and fDepartment of Environmental and Forest Biology, State University of New York College of Environmental Science and Forestry, Syracuse, NY 13210 Edited by Geoff A. Parker, University of Liverpool, Liverpool, United Kingdom, and accepted by the Editorial Board July 12, 2012 (received for review March 1, 2012) The evolution of anisogamy (the production of gametes of dif- (11) suggested that the “gamete size model” (Parker, Baker, and ferent size) is the first step in the establishment of sexual dimorphism, Smith’s model) is the most applicable to fungi (11). However, and it is a fundamental phenomenon underlying sexual selection. none of these models successfully account for the evolution of It is believed that anisogamy originated from isogamy (production all known forms of isogamy and anisogamy in extant marine of gametes of equal size), which is considered by most theorists to green algae (12). be the ancestral condition. Although nearly all plant and animal Marine green algae are characterized by a variety of mating species are anisogamous, extant species of marine green algae systems linked to their habitats (Fig. -
Establishing Sexual Dimorphism in Humans
CORE Metadata, citation and similar papers at core.ac.uk Coll. Antropol. 30 (2006) 3: 653–658 Review Establishing Sexual Dimorphism in Humans Roxani Angelopoulou, Giagkos Lavranos and Panagiota Manolakou Department of Histology and Embryology, School of Medicine, University of Athens, Athens, Greece ABSTRACT Sexual dimorphism, i.e. the distinct recognition of only two sexes per species, is the phenotypic expression of a multi- stage procedure at chromosomal, gonadal, hormonal and behavioral level. Chromosomal – genetic sexual dimorphism refers to the presence of two identical (XX) or two different (XY) gonosomes in females and males, respectively. This is due to the distinct content of the X and Y-chromosomes in both genes and regulatory sequences, SRY being the key regulator. Hormones (AMH, testosterone, Insl3) secreted by the foetal testis (gonadal sexual dimorphism), impede Müller duct de- velopment, masculinize Wolff duct derivatives and are involved in testicular descent (hormonal sexual dimorphism). Steroid hormone receptors detected in the nervous system, link androgens with behavioral sexual dimorphism. Further- more, sex chromosome genes directly affect brain sexual dimorphism and this may precede gonadal differentiation. Key words: SRY, Insl3, testis differentiation, gonads, androgens, AMH, Müller / Wolff ducts, aromatase, brain, be- havioral sex Introduction Sex is a set model of anatomy and behavior, character- latter referring to the two identical gonosomes in each ized by the ability to contribute to the process of repro- diploid cell. duction. Although the latter is possible in the absence of sex or in its multiple presences, the most typical pattern The basis of sexual dimorphism in mammals derives and the one corresponding to humans is that of sexual di- from the evolution of the sex chromosomes2. -
Information Sheet: Critically Thinking About the Brain and Gender Differences
Davison, Ryan C. (2012) Critically Thinking About the Brain and Gender Differences. In B. Bogue & E. Cady (Eds.). Apply Research to Practice (ARP) Resources. Retrieved <Month Day, Year> from http://www.engr.psu.edu/AWE/ARPResources.aspx. Information Sheet: Critically Thinking About the Brain and Gender Differences By Ryan C. Davison, American Chemical Society In January 2005 the president of Harvard University, Larry Summers, spoke at the Conference on Diversifying the Science & Engineering Workforce. In this now famous speech, Dr. Summers suggested that the reason fewer women succeed in science and math careers may be due to innate gender differences. Educators were stunned that such a credible and prominent academic authority would make these statements. They could easily imagine a situation where a female grade school student, or her teacher, hears Dr. Summers’ comments and accepts them as true because they come from the president of an Ivy League institution. These remarks demonstrate that well-educated people can be ignorant about fields outside their own and exemplify the need to apply critical thinking to the source of information before considering an idea as valid. Of the many questions that Dr. Summers’ statements provoke, none is more important than asking what scientific data, if any, his claim is based upon. Summers supported his opinion with only anecdotal information, which is a poor scientific practice. In his talk he cited “a woman he worked with at the Treasury Department” who said that only three of the 22 women in her graduate school class were working full time. He also mentioned his twin daughters, who when given trucks to play with pretended the trucks were dolls saying, “Look, the daddy truck is carrying the baby truck.” Additionally, Summers stated that his conclusions were based on “a fair amount of reading the literature and a lot of talking to people.” Obviously, developing a theory based on the behavior of your friends, children, and other acquaintances does not allow generalization to the rest of the population. -
Debating Sex Differences in Cognition: We Can Do Better What I Learnt Teaching Cordelia Fine’S “Delusions of Gender”
Debating sex differences in cognition: we can do better What I learnt teaching Cordelia Fine’s “Delusions of Gender” Tom Stafford, @tomstafford University of Sheffield The graduate class PSY6316 ‘Current Issues in Cognitive Neuroscience’. MSc course, ~15 people. Stafford, T. (2008), A fire to be lighted: a case-study in enquiry-based learning, Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, Vol. 3, No. 1, April 2008, pp.20-42. “There are sex differences in the brain” Fine (Delusions, Introduction, p xxvii) “Anti-sex difference” investigators? Cahill (2014) http://www.dana.org/Cerebrum/2014/Equal_%E2%89%A0_The_Same__Sex_Differences_in_the_Hu man_Brain/ https://whyevolutionistrue.wordpress.com/2017/01/20/are-male-and-female-brains-absolutely-identical/ Sarah Ditum, The Guardian, 18th January 2017 Not what Fine thinks. Not what Ditum thinks. Headline chosen by subeditor Original: http://web.archive.org/web/20170118081437/www.theguardian.com/books/2017/jan/18/testosterone- rex-review-cordelia-fine Current: https://www.theguardian.com/books/2017/jan/18/testosterone-rex-review-cordelia-fine We can do better We can quantify the size of differences Interpreting Cohen's d effect size an interactive visualization by Kristoffer Magnusson http://rpsychologist.com/d3/cohend/ Sex differences in cognition are small https://mindhacks.com/2017/02/14/sex-differences-in-cognition-are-small/ The Gender similarities hypothesis “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” Hyde, J. -
Sex-Specific Spawning Behavior and Its Consequences in an External Fertilizer
vol. 165, no. 6 the american naturalist june 2005 Sex-Specific Spawning Behavior and Its Consequences in an External Fertilizer Don R. Levitan* Department of Biological Science, Florida State University, a very simple way—the timing of gamete release (Levitan Tallahassee, Florida 32306-1100 1998b). This allows for an investigation of how mating behavior can influence mating success without the com- Submitted October 29, 2004; Accepted February 11, 2005; Electronically published April 4, 2005 plications imposed by variation in adult morphological features, interactions within the female reproductive sys- tem, or post-mating (or pollination) investments that can all influence paternal and maternal success (Arnqvist and Rowe 1995; Havens and Delph 1996; Eberhard 1998). It abstract: Identifying the target of sexual selection in externally also provides an avenue for exploring how the evolution fertilizing taxa has been problematic because species in these taxa often lack sexual dimorphism. However, these species often show sex of sexual dimorphism in adult traits may be related to the differences in spawning behavior; males spawn before females. I in- evolutionary transition to internal fertilization. vestigated the consequences of spawning order and time intervals One of the most striking patterns among animals and between male and female spawning in two field experiments. The in particular invertebrate taxa is that, generally, species first involved releasing one female sea urchin’s eggs and one or two that copulate or pseudocopulate exhibit sexual dimor- males’ sperm in discrete puffs from syringes; the second involved phism whereas species that broadcast gametes do not inducing males to spawn at different intervals in situ within a pop- ulation of spawning females. -
Sexual Dimorphism in Four Species of Rockfish Genus Sebastes (Scorpaenidae)
181 Sexual dimorphism in four species of rockfish genus Sebastes (Scorpaenidae) Tina Wyllie Echeverria Soiithwest Fisheries Center Tihurori Laboratory, Natioriril Maririe Fisheries Service, NOAA, 3150 Paradise Drive) Tibirron, CA 94920, U.S.A. Keywords: Morphology, Sexual selection. Natural selection, Parental care. Discriminant analysis Synopsis Sexual dimorphisms, and factors influencing the evolution of these differences, have been investigated for four species of rockfish: Sebastcs melanops, S. fluvidus, S.mystiriiis. and S. serranoides. These four species, which have similar ecology. tend to aggregate by species with males and females staying together throughout the year. In all four species adult females reach larger sizes than males, which probably relates to their role in reproduction. The number of eggs produced increases with size, so that natural selection has favored larger females. It appears malzs were subjected to different selective pressures than females. It was more advantageous for males to mature quickly, to become reproductive, than to expend energy on growth. Other sexually dimorphic features include larger eyes in males of all four species and longer pectoral fin rays in males of the three piscivorous species: S. rnelanops, S. fhvidiis. and S. serranoides. The larger pectoral fins may permit smaller males to coexist with females by increasing acceleration and, together with the proportionately larger eye, enable the male to compete successfully with the female tb capture elusive prey (the latter not necessarily useful for the planktivore S. niy.ftiriiis). Since the size of the eye is equivalent in both sexes of the same age, visual perception should be comparable for both sexes. Introduction tails (Xiphophorus sp.) and gobies (Gobius sp.) as fin variations, in guppies (Paecilia sp.) and wrasses Natural selection is a mechanism of evolution (Labrus sp.) as color variations, in eels (Anguilla which can influence physical characteristics of a sp.) and mullets (Mugil sp.) as size differences. -
The Female Brain Conceptual Advances in Brain Research a Series of Books Focusing on Brain Dynamics and Information Processing Systems of the Brain
The Female Brain Conceptual Advances in Brain Research A series of books focusing on brain dynamics and information processing systems of the brain. Edited by Robert Miller, Otago Centre for Theoretical Studies in Psychiatry and Neuro- science, New Zealand (Editor-in-chief), Günther Palm, University of Ulm, Germany and Gordon Shaw, University of California at Irvine, USA. Volume 1 Brain Dynamics and the Striatal Complex edited by R. Miller and J.R. Wickens Volume 2 Complex Brain Functions: Conceptual Advances in Russian Neuroscience edited by R. Miller, A.M. Ivanitsky and P.M. Balaban Volume 3 Time and the Brain edited by R. Miller Volume 4 Sex Differences in Lateralization in the Animal Brain by V.L. Bianki and E.B. Filippova Volume 5 Cortical Areas: Unity and Diversity edited by A. Schüz and R. Miller Volume 6 The Female Brain by C. Darlington This book is part of a series. The publisher will accept continuation orders which may be cancelled at any time and which provide for automatic billing and shipping of each title in the series upon publication. Please write for details. The Female Brain Cynthia Darlington University of Otago, Dunedin, New Zealand London and New York First published 2002 by Taylor & Francis 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by Taylor & Francis Inc, 29 West 35th Street, New York, NY 10001 Taylor & Francis is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2003. © 2002 Taylor & Francis All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. -
How Sexually Dimorphic Are Human Mate Preferences?
PSPXXX10.1177/0146167215590987Personality and Social Psychology BulletinConroy-Beam et al. 590987research-article2015 Article Personality and Social Psychology Bulletin How Sexually Dimorphic Are Human 2015, Vol. 41(8) 1082 –1093 © 2015 by the Society for Personality and Social Psychology, Inc Mate Preferences? Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0146167215590987 pspb.sagepub.com Daniel Conroy-Beam1, David M. Buss1, Michael N. Pham2, and Todd K. Shackelford2 Abstract Previous studies on sex-differentiated mate preferences have focused on univariate analyses. However, because mate selection is inherently multidimensional, a multivariate analysis more appropriately measures sex differences in mate preferences. We used the Mahalanobis distance (D) and logistic regression to investigate sex differences in mate preferences with data secured from participants residing in 37 cultures (n = 10,153). Sex differences are large in multivariate terms, yielding an overall D = 2.41, corresponding to overlap between the sexes of just 22.8%. Moreover, knowledge of mate preferences alone affords correct classification of sex with 92.2% accuracy. Finally, pattern-wise sex differences are negatively correlated with gender equality across cultures but are nonetheless cross-culturally robust. Discussion focuses on implications in evaluating the importance and magnitude of sex differences in mate preferences. Keywords mate selection, sex differences, multivariate analysis, cross-cultural analysis Received February 9, 2015; -
Human Sexual Selection
Available online at www.sciencedirect.com ScienceDirect Human sexual selection David Puts Sexual selection favors traits that aid in competition over Here, I review evidence, focusing on recent findings, mates. Widespread monogamous mating, biparental care, regarding the strength and forms of sexual selection moderate body size sexual dimorphism, and low canine tooth operating over human evolution and consider how sexual dimorphism suggest modest sexual selection operating over selection has shaped human psychology, including psy- human evolution, but other evidence indicates that sexual chological sex differences. selection has actually been comparatively strong. Ancestral men probably competed for mates mainly by excluding The strength of human sexual selection competitors by force or threat, and women probably competed Some evidence suggests that sexual selection has been primarily by attracting mates. These and other forms of sexual relatively weak in humans. Although sexual dimorphisms selection shaped human anatomy and psychology, including in anatomy and behavior may arise from other selective some psychological sex differences. forces, the presence of sexually dimorphic ornamentation, Address weaponry, courtship displays, or intrasexual competition Department of Anthropology and Center for Brain, Behavior and indicates a history of sexual selection [3]. However, men’s Cognition, Pennsylvania State University, University Park, PA 16802, 15–20% greater body mass than women’s is comparable to USA primate species with a modest degree of mating competi- tion among males, and humans lack the canine tooth Corresponding author: Puts, David ([email protected]) dimorphism characteristic of many primates with intense male competition for mates [4]. Moreover, humans exhibit Current Opinion in Psychology 2015, 7:28–32 biparental care and social monogamy, which tend to occur This review comes from a themed issue on Evolutionary psychology in species with low levels of male mating competition [5]. -
How Men and Women Lead Differently
How Men and Women Lead Differently For much of the twentieth century, most scientists assumed that women were essentially small men, neurologically and in every other sense except for their reproductive functions. That assumption has been at the heart of enduring misunderstandings. When you look a little deeper into the brain differences, they reveal what makes women, women and men, men. —Louann Brizendine, M.D., author of The Female Brain Female Leaders Male Leaders Interactive Transactional Participative Hierarchal Collaborate connectively Collaborate competitively Group problem solve Personally problem solve Inductive in problem solving Deductive in problem solving Define themselves by being relationally literate Define themselves through accomplishments Prefer to be recognized Ask to be recognized Ascertains the exact needs of each team member Cares more about larger structural needs Emphasize complex and multi-tasking activities Single task orientation and completion Helps others express emotions Downplays emotions Directly empathizes Promotes independent resolution Cognizant of the specific needs of many at once Cognizant of the needs of the organization Verbally encourages and praises Encourages less feeling and more action Resolves emotional conflicts to reduce stress Denies emotional vulnerability to reduce stress Female leaders: Tend to be more interactive, wanting to keep interactions extended and vital until the interaction has worked through its emotional content. Tend more toward participative teams—to find ways in which colleagues are complementary. It is probable that higher oxytocin levels affect this leadership quality—the more support women build around them, the lower their stress level, and the more effective they may be as leaders. Tend to collaborate connectively by seeking possible connections between each person’s different ideas—and try to find developmental elements in the connectivity. -
The Gendered Brain©
The Gendered Brain© Student Manual Version 3 – January 2012 Course Designers Gail Hooker & Amy Lewis 1 The Brain at Ease, Energized & Wired 2 Ice Breakers Some ice breakers promote and “nurture empathy by offering children an opportunity to practice taking care of others.” They often give the teacher the chance to “teach skills…of social interest through sharing, listening, inclusion, participation and dialogue,” as well as, “to merge social, emotional, and intellectual learning” (Responsive Classroom, 2003). Some involve movement, giving student the opportunity to reenergize and maintain focus throughout the school day. It is crucial to provide time in school for students to bond with each other and with the teacher. Chemicals released in the brain during such activities aid in promoting calm and maintaining focus. “They need the encouragement and validation that comes from our best attention to their efforts. They need the safety that comes from the belief that their teacher sees them, knows them. Mutual trust grows from this security.” -Ruth Sidney Charney, author of Teaching Children to Care “Covering the curriculum is the death of education.” – John Dewey “I never let my education get in the way of my learning.” - Mark Twain 3 Puzzle Making 1. In teams, instruct students to select one colored crayon to use as they contribute to a team picture. Instruct them to keep the pictures simple each adding a line or two as they circulate the paper taking turns until you tell them to stop. Then have them cut the picture into as many pieces as there are teammates (ie. four teammates = four puzzle pieces).