The Female Brain

By Allan S. Mohl. 2007

143 citations recorded by the source corpus.

subtle neurobiological gender differences, for example in the activity of neurotransmission in certain neural networks. The female brain develops biologically, genetically, hormonally and socio-culturally in a different milieu than the male brain and impacts the way of thinking, feeling and behaving, as well as the perception of the world and communication. The female brain exhibits unique characteristics, which are related to the structure and function of certain regions in the brain – verbal speed, the ability to connect with other people, empathy and the ability to interpret facial expressions and tone of voice, intuition, emotional intelligence, memory of events and emotions, better regulation of emotions and behavior. The female brain uses bilateral neurotransmission, which allows for simultaneous logical and emotional access, as well as better expression of emotions and use of language and speech, and multitasking. In addition to genetic and environmental factors, female sex hormones have an important effect on neurotransmission and changes in the female brain. The female brain reacts differently to love, sex, stress, aggression, and the anticipation of danger and planning. Neurobiological differences are also associated with an increased incidence of some mental disorders in women, such as depressive and anxiety disorders, Alzheimer’s dementia, eating disorders, and post-traumatic stress disorder. Personalized medicine should definitely recognize female specific neuroscience.

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Citations in the corpus

Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide (2011, background): “The greater desire exhibited by girls to understand mathematics and science in depth may be due to a number of factors, ranging from differences in confidence—a finding that has consistently emerged from attitudinal research (Leder, 1982 ; Hart, 1989 ; Seegers & Boekaerts, 1996 ) to the emerging ”
“I Did Not Have Time to Play Growing Up… So This is My Play Time. It's the Best Thing I Have Ever Done for Myself”: What is Play to Older Women? (2008, background): “Brizendine (2006) noted that “women in the United States can now expect to live for many years after their period stops… science has not caught up with this change in demographics” (p.”
Hardwired for Sexism? Approaches to Sex/Gender in Neuroscience (2012, background): “As Cordelia Fine [86], we [87] and others have documented, scientists who double as popularizers of the sexed brain knit more than a few elaborations and conjectures together with neuroscientific facts to support the hardwiring paradigm [13, 88, 89].”
School leadership, sex and gender: welcome to difference (2008, background): “…found clear evidence for the biological determination of differences between the sexes: different genes, different hormones and a different brain structure (Kimura 2002, McCarthy et al. 2002, Cahill 2005, Brizendine 2006) are at the root of differences in personality and behaviour of men and women.”
The influence of the family, the school, and the group on the environmental attitudes of European students (2017, background): “One possible explanation is that girls, in most social contexts, use more forms of communication than boys (Brinzendine 2006) and, consequently, may share more conversations about environmental issues than boys.”