Deck 5: Gender Comparisons: Social Behavior, Personality, Communication, and Cognition

Question 1

Which of the following is/are true of gender differences in aggression?

A) Differences do not emerge until age 5.
B) Boys show more physical and relational aggression than girls do.
C) Males are more aggressive than females in American and European cultures, but few if any differences are found in Asian cultures.
D) none of the above

Answer 1

D

Question 2

Which is true of relational aggression?

A) Boys are more likely than girls to perceive relational aggression as hurtful.
B) Girls who use relational aggression are both popular and powerful within their peer group
C) Preschool children are not aware of gender differences in relational aggression
D) all of the above

Answer 2

B

Question 3

Which of the following is/are true?

A) Girls expect more disapproval and fewer material gains for aggression than boys do.
B) Girls expect to experience more guilt than boys do.
C) Parents are less tolerant of aggressive acting out behaviors in girls than in boys.
D) all of the above

Answer 3

D

Question 4

All of the following statements about prosocial behavior are true except:

A) Toddler girls and boys under age two are equally likely to comfort someone in distress.
B) Women are more likely than men to offer psychological support.
C) Men are more likely than women to assist in instrumental and chivalrous ways.
D) Gender differences in helping styles are consistent with stereotyped expectations for males and females.

Question 5

Compared to men, women are more likely to:

A) help change a tire.
B) donate a kidney.
C) pick up a hitchhiker.
D) all of the above

Question 6

Two major types of tasks used to measure the ability to be influenced are ______ studies and ______ studies.

A) meta-analysis; relational
B) persuasion; group pressure conformity
C) spatial perception; spatial visualization
D) affiliative interruption; intrusive interruption

Question 7

Studies have found that females are somewhat more influenced than males, and that the difference is greater:

A) in group pressure conformity studies than in persuasion studies.
B) when masculine rather than feminine topics are used.
C) when researchers are male, rather than female.
D) all of the above

Question 8

Which of the following is/are true of gender differences in emotion?

A) There are no gender differences in expressed anger and fearfulness during the preschool years.
B) By adolescence, girls express more sadness, shame and guilt than boys do.
C) Girls report experiencing emotions more intensely than boys do.
D) b and c

Question 9

Which of the following statements is/are true?

A) Women are somewhat more influenced than men in both persuasion and group pressure conformity studies.
B) Boys show more empathy than girls do.
C) In resolving moral conflicts, females are more much concerned with caring for others and males are more concerned with abstract justice.
D) all of the above

Question 10

In Penelope Davis' studies of adult memories of childhood events:

A) females recalled more total memories than males.
B) males recalled memories more quickly than females.
C) females recalled more events associated with emotion than males.
D) a and c

Question 11

Which is true of narcissism?

A) No gender differences have been found
B) Women are slightly more narcissistic than men
C) Women are much more narcissistic than men
D) Men are much more narcissistic than women

Question 12

Studies of gender differences in the Big Five personality traits find that women, compared to men:

A) are more agreeable
B) are more open to experience
C) are more conscientious
D) all of the above

Question 13

Which of the following statements about gender differences in moral reasoning is/are true?

A) A significant body of research has supported Kohlberg's view that males have higher levels of moral reasoning than females.
B) Research shows that females are significantly more oriented toward a caring moral orientation than males are.
C) Research shows that males are significantly more oriented toward a justice moral orientation than females are.
D) none of the above

Question 14

Research on gender differences in verbal communication indicates that males, compared to females, do all of the following except:

A) make more intrusive interruptions.
B) make more affiliative interruptions.
C) talk more.
D) use a more direct style.

Question 15

Women, compared to men:

A) talk more.
B) use less emotional language.
C) use more uncertainty verbs.
D) all of the above

Question 16

Research on the use of tag questions indicates that:

A) males use tag questions more than females do.
B) people in powerful positions use tag questions to generate participation by others.
C) tag questions always reflect insecurity.
D) tag questions are used by men to dominate the group and by women to seek reassurance.

Question 17

Women's lower social status is one possible explanation of their:

A) ability to interpret nonverbal cues.
B) tendency to talk less than men do.
C) use more uncertainty verbs than men do.
D) all of the above

Question 18

According to research by Michaud and Warner which is true of the way people respond to a friend's problems?

A) Women are more likely than men to change the subject
B) Men are more likely than women to offer sympathy
C) Women and men are equally likely to give support and advice
D) None of the above

Question 19

Research on the content of college women's and men's conversations showed that:

A) women's conversations, more than men's, were dominated by interpersonal issues.
B) leisure activity was a common topic of conversation for men.
C) both women and men talked about romantic relationships.
D) all of the above

Question 20

Studies of gender differences in nonverbal communication show that:

A) males are more likely than females to gaze at their conversational partners.
B) females are more likely than males to smile at their conversational partners.
C) males are more likely than females to accurately perceive the nonverbal messages of others.
D) all of the above

Question 21

Research on touch shows that:

A) women do more touching than men to indicate sexual intent.
B) men touch women more than women touch men, regardless of the situation.
C) women show more touching than men to indicate social support.
D) women show more touching than men to assert power.

Question 22

Suppose that we find a statistically significant gender difference in a certain cognitive ability. From this we can infer:

A) that the gender difference is hormonally determined
B) that the gender difference is produced by learning and the environment
C) that the gender difference is caused by genes carried on the X chromosome
D) None of the above: finding a gender difference does not indicate what causes it.

Question 23

All of the following are true regarding gender differences in verbal skills except that:

A) infant and toddler girls talk at an earlier age and have larger vocabularies.
B) gender differences in verbal ability appear later than other cognitive gender differences.
C) girls are less likely than boys to display reading problems.
D) adolescent girls outperform boys in reading, writing and speech production.

Question 24

All of the following were suggested as explanations of girls' verbal ability except:

A) the left hemisphere of the brain, which controls language, is slightly larger in girls.
B) parents vocalize more to their infant daughters than to their infant sons.
C) girls' early language advantage may lead them to rely more on verbal approaches in interacting with others.
D) girls' parents believe that girls have superior verbal skills.

Question 25

Parents view females as having superior verbal ability to males. This expectation tends to begin:

A) during the preschool years.
B) once children begin school.
C) when children are in middle school.
D) when children are in high school.

Question 26

The largest gender difference in spatial skills occurs on tests of:

A) mental rotation.
B) spatial perception.
C) spatial visualization.
D) Differences are equally large in all three areas.

Question 27

The ability to locate the vertical or the horizontal while ignoring distracting information is called:

A) mental rotation.
B) spatial visualization.
C) spatial perception.
D) spatial location.

Question 28

According to the text, the smallest gender difference in spatial skills occurs on tests of:

A) mental rotation
B) spatial perception
C) spatial visualization
D) hand-eye coordination

Question 29

Which of the following statements about gender differences in spatial skills is/are true?

A) There are no consistent gender differences in adolescence and adulthood.
B) Boys start outperforming girls on mental rotation tasks in infancy.
C) Females and males with more masculine self-concepts perform better than those with less masculine self-concepts.
D) b and c

Question 30

Which of the following factors has/have been linked to better visual-spatial skills?

A) participation in sports
B) playing action video games
C) playing with construction toys such as blocks, Erector sets, and Legos
D) all of the above

Question 31

In their meta-analysis of studies of gender differences in mathematics performance, Hyde and her colleagues found that:

A) females did slightly better than males in the general population.
B) girls and boys understood math concepts equally well at all ages.
C) girls did better at boys in problem-solving starting at age 15.
D) a and b

Question 32

All of the following are true of gender difference in mathematical performance except:

A) Gender differences in math performance no longer exist among U.S. elementary or high school students.
B) The magnitude of gender differences in mathematics performance is about the same in all cultures.
C) Girls are now as likely as boys to take advanced math courses in high school.
D) Girls earn better grades in math than boys do.

Question 33

Which is true of gender differences in mathematics achievement around the world?

A) The gender gap is smaller in nations with greater gender equality.
B) Most U. S. girls who do best in math are immigrants or children of immigrants from countries where math education is valued for all.
C) Eighth-grade girls in Chinese Taipei and Korea perform much better in math than eighth grade boys in the U.S.
D) all of the above

Question 34

Which statement(s) about the concept of mathematics self-efficacy is/are false?

A) Compared to males, females display equal or superior performance on math tests in the classroom.
B) Females are more anxious about mathematics than males and have less confidence in the ability to learn math.
C) Females view math and science as part of the male domain.
D) none of the above is false; all are true

Question 35

Possible reasons for males doing better than females in math performance include:

A) teachers have higher expectations for boys than girls in math courses.
B) college males take more math courses than college females do.
C) males have more positive attitudes toward math than females do.
D) all of the above

Question 36

Which of the following are key factors linked to women's perspective on math?

A) self-perceived ability
B) encouragement or discouragement
C) degree of awareness of stereotypes
D) all of the above

Question 37

Which of the following statements is/are true?

A) Parents give girls and boys equal encouragement and support for studying math.
B) Parents are more likely to buy science-related toys for their sons than their daughters.
C) Teachers spend more time instructing, interacting with, and giving feedback to boys than girls.
D) b and c

Question 38

Boys are more likely than girls to:

A) play video games
B) use social networking sites
C) have greater confidence in their computer skills
D) a and c

Question 39

Recent research indicates that negative stereotypes:

A) continue to discourage women from entering math and science careers.
B) interfere with retention and advancement of women in these areas.
C) both a and b
D) neither a nor b

Question 40

All of the following are true about the concept of stereotype threat except:

A) It helps account for poorer task performance by members of stereotyped groups.
B) Performance suffers when stereotype threat is reduced or removed.
C) Pressures associated with negative stereotypes can be overcome by teaching students ways to reduce stereotype threat.
D) Various manipulations may be used to either activate or minimize stereotype threat.

Question 41

Discuss both biological and environmental factors that may contribute to gender differences in aggression.

Question 42

In group pressure conformity studies, females appear to be somewhat more influenced than males. What are three factors that may account for these findings?

Question 43

Are there gender differences in moral reasoning? Summarize the theoretical issues and research findings in this area.

Question 44

Discuss gender differences in narcissism and give possible reasons for these differences.

Question 45

Discuss gender differences in the Big Five personality traits and suggest explanations for these differences.

Question 46

Discuss gender differences in verbal communication, and give possible explanations for these differences.

Question 47

Discuss gender differences in nonverbal communication, and give possible explanations for these differences.

Question 48

Discuss gender differences in verbal ability and indicate several factors that might account for it.

Question 49

Discuss theories that have been proposed to explain gender differences in visual spatial skills.

Question 50

How do parents and teachers help shape gender differences in mathematics performance and attitudes?

Question 51

Discuss factors that contribute to the low participation rate of females in engineering, the physical sciences, and computer science.