Psychology of Sex Differences Exam 2
1. Using the Stanford-Binet intelligence test, Terman found
a. no difference in intelligence between men's and women's test scores.
b. that the difference between men's and women's test scores was small but consistent, with men
scoring higher than women.
c. that the difference between men's and women's test scores was large, with women outscoring
men.
d. that the difference between men's and women's test scores was large, with men outscoring
women. -
✅a. no difference in intelligence between men's and women's test scores.
Women's and men's scores on early intelligence tests
a. confirmed the prevailing view of the time that women have lower intelligence than men.
b. confirmed the prevailing view of the time that men have lower intelligence than women.
c. contradicted the prevailing view of the time that women have lower intelligence than men.
d. contradicted the prevailing view of the time that there is no difference between the intelligence
of men and women. -
✅...
The intelligence tests developed by Wechsler divided mental abilities into
a. verbal and quantitative tests.
b. verbal and performance tests.
c. quantitative and spatial tests.
d. performance and spatial tests -
✅b. verbal and performance tests.
The tests scores on the subtests of Wechsler's intelligence tests show ________; scores from the
combined test show ________.
a. no gender-related differences . . . . no gender-related differences
b. gender-related differences . . . . no gender-related differences.
c. no gender-related differences . . . . gender-related differences
1|Page
,d. gender-related differences . . . . gender-related differences. -
✅b. gender-related differences . . . . no gender-related differences.
Reviews of research on gender differences in verbal ability have usually concluded that
a. girls and women have a large advantage in most verbal tasks.
b. girls and women have a small advantage in many verbal tasks and a large advantage in writing.
c. girls have a large advantage in many types of verbal tasks, but this advantage disappears during
adolescence.
d. neither gender has an advantage in any verbal task -
✅b. girls and women have a small advantage in many verbal tasks and a large advantage in
writing.
The largest advantage for girls and women in verbal performance is in
a. verbal fluency.
b. spelling and punctuation.
c. vocabulary size.
d. writing -
✅d. writing
Meta-analytic reviews of the research on verbal abilities has shown that
a. women have no advantage in this area.
b. men have an average advantage of 5% in verbal ability.
c. women's advantage in verbal ability is only around 1%.
d. women's advantage in verbal ability is larger than the older reviews showed, with about a 25%
advantage -
✅c. women's advantage in verbal ability is only around 1%.
Research on quantitative performance with children as participants shows
a. an advantage for boys as young as 4 years old.
b. a small advantage for young boys but a larger advantage for adolescent boys.
c. a small advantage for young girls but a larger advantage for adolescent girls.
d. either no gender differences or a small advantage for girls. -
2|Page
, ✅d. either no gender differences or a small advantage for girls.
Meta-analytic studies of mathematical ability reveal that
a. women have advantages in some quantitative tasks, and men have advantages in others.
b. men's advantage is small for arithmetic computation but large for mathematical problem solving.
c. men's advantage is larger than previously believed.
d. gender differences in mathematical ability had reversed—women now do better than men in
problem-solving tasks. -
✅a. women have advantages in some quantitative tasks, and men have advantages in others.
In selected groups of mathematically talented adolescents,
a. girls outnumber boys.
b. boys outnumber girls.
c. the gender ratio is approximately equal.
d. girls are never chosen, because their scores are always too low -
✅b. boys outnumber girls.
The conclusion that mathematics talent is biological, based on studies of mathematically gifted
students,
a. is unwarranted because researchers collected no biological data.
b. is unwarranted because researchers found such small gender-related differences that their
conclusions were invalid.
c. indicates their high heritability quotients from parents and first-degree relatives.
d. provides the best available evidence that quantitative abilities are biological because the home
environment of the children showed no differences in encouragement for girls and boys. -
✅b. is unwarranted because researchers found such small gender-related differences that their
conclusions were invalid.
The Scholastic Assessment Test (SAT) shows higher average scores for the young men than for the
young women who take the Mathematics subtest. This gender-related difference may reflect the
influence of
a. women taking more math courses than men.
b. a test format that favors men.
3|Page
, c. brain development in the right hemisphere, which leads to better male performance in math.
d. all of the above
e. none of the above -
✅b. a test format that favors men
Comparisons of underlying mathematics ability (rather than mathematics performance) for females
and males
a. can be done at many periods of development through the use of achievement test scores.
b. can be done before formal training in higher mathematics through the Scholastic Assessment Test.
c. is easier than an assessment of verbal ability.
d. is virtually impossible, due to gender differences in experience and expectation with mathematics
-
✅d. is virtually impossible, due to gender differences in experience and expectation with
mathematics
Which of the following statements describes the status of mathematical performance for women and
men?
a. Men have higher mathematical ability and make better grades in math courses from elementary
school through college.
b. Boys make higher scores on standardized tests of mathematics performance, but this advantage
fades during junior high school, and performance becomes equal for girls and boys.
c. Men make higher scores on some standardized tests of mathematics performance, but women
make better grades in math classes from elementary school through college.
d. Boys have higher scores on standardized tests of mathematics performance during elementary
school and make better grades, but from junior high onward, girls and women make better grades. -
✅c. Men make higher scores on some standardized tests of mathematics performance, but
women make better grades in math classes from elementary school through college.
The largest gender-related difference is mathematics occurs in
a. arithmetic computation ability.
b. mathematical reasoning ability
c. problem solving ability.
d. the attitudes toward the usefulness of mathematics. -
✅d. the attitudes toward the usefulness of mathematics.
4|Page
1. Using the Stanford-Binet intelligence test, Terman found
a. no difference in intelligence between men's and women's test scores.
b. that the difference between men's and women's test scores was small but consistent, with men
scoring higher than women.
c. that the difference between men's and women's test scores was large, with women outscoring
men.
d. that the difference between men's and women's test scores was large, with men outscoring
women. -
✅a. no difference in intelligence between men's and women's test scores.
Women's and men's scores on early intelligence tests
a. confirmed the prevailing view of the time that women have lower intelligence than men.
b. confirmed the prevailing view of the time that men have lower intelligence than women.
c. contradicted the prevailing view of the time that women have lower intelligence than men.
d. contradicted the prevailing view of the time that there is no difference between the intelligence
of men and women. -
✅...
The intelligence tests developed by Wechsler divided mental abilities into
a. verbal and quantitative tests.
b. verbal and performance tests.
c. quantitative and spatial tests.
d. performance and spatial tests -
✅b. verbal and performance tests.
The tests scores on the subtests of Wechsler's intelligence tests show ________; scores from the
combined test show ________.
a. no gender-related differences . . . . no gender-related differences
b. gender-related differences . . . . no gender-related differences.
c. no gender-related differences . . . . gender-related differences
1|Page
,d. gender-related differences . . . . gender-related differences. -
✅b. gender-related differences . . . . no gender-related differences.
Reviews of research on gender differences in verbal ability have usually concluded that
a. girls and women have a large advantage in most verbal tasks.
b. girls and women have a small advantage in many verbal tasks and a large advantage in writing.
c. girls have a large advantage in many types of verbal tasks, but this advantage disappears during
adolescence.
d. neither gender has an advantage in any verbal task -
✅b. girls and women have a small advantage in many verbal tasks and a large advantage in
writing.
The largest advantage for girls and women in verbal performance is in
a. verbal fluency.
b. spelling and punctuation.
c. vocabulary size.
d. writing -
✅d. writing
Meta-analytic reviews of the research on verbal abilities has shown that
a. women have no advantage in this area.
b. men have an average advantage of 5% in verbal ability.
c. women's advantage in verbal ability is only around 1%.
d. women's advantage in verbal ability is larger than the older reviews showed, with about a 25%
advantage -
✅c. women's advantage in verbal ability is only around 1%.
Research on quantitative performance with children as participants shows
a. an advantage for boys as young as 4 years old.
b. a small advantage for young boys but a larger advantage for adolescent boys.
c. a small advantage for young girls but a larger advantage for adolescent girls.
d. either no gender differences or a small advantage for girls. -
2|Page
, ✅d. either no gender differences or a small advantage for girls.
Meta-analytic studies of mathematical ability reveal that
a. women have advantages in some quantitative tasks, and men have advantages in others.
b. men's advantage is small for arithmetic computation but large for mathematical problem solving.
c. men's advantage is larger than previously believed.
d. gender differences in mathematical ability had reversed—women now do better than men in
problem-solving tasks. -
✅a. women have advantages in some quantitative tasks, and men have advantages in others.
In selected groups of mathematically talented adolescents,
a. girls outnumber boys.
b. boys outnumber girls.
c. the gender ratio is approximately equal.
d. girls are never chosen, because their scores are always too low -
✅b. boys outnumber girls.
The conclusion that mathematics talent is biological, based on studies of mathematically gifted
students,
a. is unwarranted because researchers collected no biological data.
b. is unwarranted because researchers found such small gender-related differences that their
conclusions were invalid.
c. indicates their high heritability quotients from parents and first-degree relatives.
d. provides the best available evidence that quantitative abilities are biological because the home
environment of the children showed no differences in encouragement for girls and boys. -
✅b. is unwarranted because researchers found such small gender-related differences that their
conclusions were invalid.
The Scholastic Assessment Test (SAT) shows higher average scores for the young men than for the
young women who take the Mathematics subtest. This gender-related difference may reflect the
influence of
a. women taking more math courses than men.
b. a test format that favors men.
3|Page
, c. brain development in the right hemisphere, which leads to better male performance in math.
d. all of the above
e. none of the above -
✅b. a test format that favors men
Comparisons of underlying mathematics ability (rather than mathematics performance) for females
and males
a. can be done at many periods of development through the use of achievement test scores.
b. can be done before formal training in higher mathematics through the Scholastic Assessment Test.
c. is easier than an assessment of verbal ability.
d. is virtually impossible, due to gender differences in experience and expectation with mathematics
-
✅d. is virtually impossible, due to gender differences in experience and expectation with
mathematics
Which of the following statements describes the status of mathematical performance for women and
men?
a. Men have higher mathematical ability and make better grades in math courses from elementary
school through college.
b. Boys make higher scores on standardized tests of mathematics performance, but this advantage
fades during junior high school, and performance becomes equal for girls and boys.
c. Men make higher scores on some standardized tests of mathematics performance, but women
make better grades in math classes from elementary school through college.
d. Boys have higher scores on standardized tests of mathematics performance during elementary
school and make better grades, but from junior high onward, girls and women make better grades. -
✅c. Men make higher scores on some standardized tests of mathematics performance, but
women make better grades in math classes from elementary school through college.
The largest gender-related difference is mathematics occurs in
a. arithmetic computation ability.
b. mathematical reasoning ability
c. problem solving ability.
d. the attitudes toward the usefulness of mathematics. -
✅d. the attitudes toward the usefulness of mathematics.
4|Page
