The Essential Difference

By Simon Baron-Cohen. 2003

529 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ba24ddbd9388eb7f0a85b4df568c673168498012

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Citations in the corpus

Real-Time Inference of Complex Mental States from Facial Expressions and Head Gestures (2004, background): “The number of concepts within a mental state class that one is able to identify reflect one’s empathizing ability [3].”
The role of emotion in teaching: are there differences between male and female newly qualified teachers’ approaches to teaching? (2009, background): “By adulthood, women are purported to exhibit greater empathy than men (e.g. Baron-Cohen 2003).”
Theory of Mind and conduct problems in children: Deficits in reading the “emotions of the eyes” (2008, background): “Finally, there is evidence that girls, on the whole, are better mind readers than boys (see Baron-Cohen, 2003, for a review).”
Sex differences in intrinsic aptitude for mathematics and science?: a critical review. (2005, background): “Nevertheless, some psychologists have suggested that the differing profiles of men and women predispose men to better learning of advanced mathematics (Baron-Cohen, 2003; Casey, Nuttal, Pezaris, & Benbow, 1995; Geary, 1998; Kimura, 1999; Pinker, 2002).”
Hardwired for Sexism? Approaches to Sex/Gender in Neuroscience (2012, background): “This paradigm shapes the work of both those who frame sex/gender differences as sweeping and largely independent of socialization, as well as those who emphasize the role of gender socialization in amplifying male– female distinctions [13, 14].”
Gender differences in emotional intelligence: The mediating effect of age. (2012, background): “In support of this idea, certain areas of the brain dedicated to emotional processing can be larger in women than in men (Baron-Cohen, 2002; 2003; Gur, Gunning-Dixon, Bilker, & Gur, 2002), and cerebral processing of emotions differs between men and women (Craig et al., 2009; Jausovec & Jausovec,…”
Gender Stereotypes of Personality (2014, background): “…biological explanations that emphasize the adaptive benefits of sex-differentiated behaviors and the role of evolutionary selection pressures (Baron-Cohen, 2003; Buss, 1997) against sociocultural explanations that emphasize gender-specific socialization processes (Ruble, Martin, & Berenbaum,…”
Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries (2010, background): “…of exposure to science-related activities inside and outside of the classroom (Kahle et al., 1993), decrease in girls’ perceptions of the science ability over time (Jovanovich & King, 1998), gender biases of teachers (Greenfield, 1996) and differences in cognitive abilities (Baron-Cohen, 2003).”
Systemizing empathy: Teaching adults with Asperger syndrome or high-functioning autism to recognize complex emotions using interactive multimedia (2006, background): “…~Fernald, 1992; Haviland & Lelwica, 1987!. Development of emotion recognition skill continues through childhood and adulthood as part of “theory of mind” ~Astington, Harris, & Olson, 1988!, or what is also referred to as “mindreading” ~Wellman, 1992! or “empathizing” ~Baron-Cohen, 2002, 2003!.”
Factors that contribute to the underrepresentation of women in science careers worldwide: a literature review (2020, background): “Some researchers suggested that sex differences in mathematics and science derived from innate predispositions to learn different things because boys are oriented to objects and girls to persons (Baron-Cohen 2002).”