Difference Raising a Son or Daughter - Hearing Essay Example
When it comes to raising a son or daughter everyone has their own opinions about which one is easier to raise - Difference Raising a Son or Daughter introduction. Parents are still raising their children to do activities which are gender specific. Parents should realize that they raise their children, whether boy or girl, very different from the very day that they are born. If you have a daughter then most parents tend to try to always protect her from being hurt by falling down, but if you have a son then most parents tend to encourage him to be rough and tough.
In many research studies where toddler boys and girls are watched, they both showed the most interest in toys that were routinely programmed toward girls. Many parents feel that one huge difference between boys and girls would be that boys don’t listen to anything or anyone when you are trying to tell them something. Scientists and Doctors, such as William McBride, Ph. D. (2005) have proven that boys do not hear as well as girls, and girls hear better and more rapidly than boys. By elementary school, while a boys hearing may be “normal” it still isn’t as attuned as a girls hearing is.
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The range of hearing studied was that of voice frequency, and this attributes to one of the reason that boys require more hands on learning and discipline than girls do. Parents feel more comfortable up rooting a boy by the hand and dragging him to time our than they do up rooting a girl by her hand and dragging her to time out. Boys represent the larger population who have been diagnosed with behavioral disorders such as ADHD and ADD. Since boys develop more slowly and don’t hear as well as girls, they develop speech skills more slowly as well.
Many factors lead to certain patterns in slow development being seen as a learning disability. The truth is that this behavior may just be normal for the genetic species of male. Boys develop more physically than girls do. Girls may sit quietly investigating the pages of a book, that activity isn’t designed well for the developing mind of a boy because they would prefer to witness first hand cause and effect, such as ripping out the pages of a book and then trying to piece them back together. Some of the most definite changes in the boys versus girls battles occur during the preteen, teen years.
Girls are developmentally ahead both hormonally and mentally, just think about it combine raging pubescent hormones and girls become more difficult to deal with. The hormonal changes in females are greater than it is for boys and many researches attribute this to behavior issues that plaque girls as they get older. Girls are taught to be “little ladies” to conceal anger. When they were apologizing to schoolyard friends, the boys their age were working it out in a wrestling match. Societal pressure has parents of girls remaining vigilant about protecting their little girls from boys and things like pregnancy or promiscuity.
When you catch a teenage boy with a girlie magazine, most parents would be embarrassed and laugh it off, but if you catch a teenage girl then the parents would be seeking counseling. When they develop sexually, they are also being sent completely mixed messages about acceptable behaviors. These lessons may go against the human urges that they are feeling at this young age. Boys are often encouraged to test their limits, and they are also encourages to climb the highest mountain and swim as far as they can.
Boys are expected to succeed and while their parents worry about the outcome, it is easier for parents to let go of their boys more than it is letting go of their girls. If parents could come up with a clear and concise plan of raising their children based on values, then both will be empowered in alternating areas. Boys are slower to develop more than girls. In the end things equal up and without societal programming, the differences would be little. It is important to assess your own strongly held and often secret identities of what makes raising boys versus girls different, but the amount of love is the same for boys or girls.
Releasing your children from the confines of gender takes patience and hard work on your part rather than on the children’s part. According to the case study completed about Montgomery Center for Research in Child ; Adolescent Development (2010), many sex differences have been identified in the parameters underlying the experience of hearing, perhaps most importantly in the relationship between the objective amplitude of auditory stimuli and the subjective experience of loudness. One of the most accomplished psycho-physicists of the 20th century, Dr. J. J.
Stevens, recognized that for auditory stimuli, the subjective experience can be related to the objective stimuli by a relationship generally referred to today as “Stevens’ Power Law” (e. g. Stevens, 1970). Rogers and colleagues (2003) measured subjects’ most comfortable listening level and subjects’ acceptable background noise level. Their subjects included 25 females and 25 males, all between 19 and 25 years of age, and all with normal hearing. The most comfortable listening level for females was 36. 2 decibels, and for males it was 42. 1 decibels, or about 6 decibels louder.
Males preferred speakers to speak about 6 decibels louder compared to the loudness preferred by females. The acceptable background noise level for females was 24. 8 decibels, while for males it was 31. 7 decibels, or about 7 decibels louder. Psychophysical investigations in which subjects’ sensitivity to sound is measured directly consistently find that the average female is more sensitive to sound than the average male. Some boys are acutely sensitive to sound. These boys may have an auditory processing disorder, also referred to as central auditory processing deficit or central auditory processing disorder (DeBonis & Moncrieff, 2008).
Auditory processing disorder would not be grounds for keeping a girl out of an all-girls classroom because all-girls classrooms are not typically louder than coed classrooms. Among 268 five-year-olds, Matthew, Ponitz, and Morrison (2009) found no sex differences in vocabulary on a picture naming test. Hyde and Linn (1988) performed a meta-analytic review of 165 studies of sex differences in verbal ability, they found a Cohen’s d=0. 02 for vocabulary, i. e. no significant difference between boys and girls. It should be noted that Hyde and Linn explicitly excluded any study which involved children three years of age and younger.
Corso (1959) was among the first to report that females have superior auditory acuity compared with same-age males, particularly for test frequencies above 2 kHz. The same general finding has been replicated in other studies of adults (e. g. Chung, Mason, Gannon, and Wilson, 1983; Royster, Royster, and Thomas, 1980) including studies with Caucasian, African-American, and Asian adults (Dresibach and colleagues, 2007; Shahnaz, 2008). Hearing loss is more common among boys than girls at all ages; at age 13, boys are about 50% more likely han girls to fail screening hearing tests at multiple test frequencies (Costa, Axelsson, and Aniansson, 1988). Boys are more likely than girls to be involved in activities such as woodworking and hunting with firearms, which are associated with a greater risk of hearing loss (Clark, 1991; Dalton, Cruickshanks, Wiley, Klein, Klein, and Tweed, 2001). Many nations employ otoacoustic emissions (OAE) screening as a means of detecting babies born with congential hearing loss. Otoacoustic emissions are sounds produced by the cochlea, either spontaneously or in response to a transient click or noise.
OAEs, whether spontaneous or transient-evoked, are believed to reflect the sensitivity of cochlear amplifiers (eg. McFadden, 1998). Although one early study of OAEs in 100 newborns did not report a significant effect of gender (Johnsen, Bagi, Parbo, and Elberling, 1988), most subsequent studies with larger sample sizes have found that girls produce significantly greater-amplitude and more numerous OAEs compared to boys (Aiden, Lestang, Avan, and Bonfils, 1997; Berninger, 2007; Burns, Arehart, and Campbell, 1992; Cassidy and Ditty, 2001; Morlet and colleagues, 1995; Thornton, Marotta, and Kennedy, 2003).
The same pattern of sex differences in OAEs with females producing more numerous and greater-amplitude OAEs compared with same-age males and has been documented in adults (Bilger, Matthies, Hammel, and Demorest, 1990; McFadden, 1993; Shahnaz, 2008; Talmadge, Long, Murphy, and Tubis, 1993) so this effect cannot be attributed to sex differences in the pace of maturation. Human have four pairs of paranasal sinuses: maxillary, ethmoid, sphenoid, and frontal. The sinuses are empty pockets of air pockets, to allow the head to be larger without being heavier.
Paranasal sinuses are significantly larger in males than in females, not only in adults (Filho, Neto, and Voegels, 2008; Tatlisumak and colleagues, 2008) but also in prepubescent children (Prossinger 2001; Speath, Krugelstein, and Schlondorf 1997). Pediatricians have long recognized that boys have larger heads than girls, even as infants, and the standard comparison charts that have been used by all pediatricians for decades are separate for girls and for boys (e. g. Eichorn and Bayley, 1962).