PSYC 3480 EXAM QUESTIONS AND ANSWERS BEST UPDATED SOLUTIONS RATED A+, Exams of Nursing

Download PSYC 3480 EXAM QUESTIONS AND ANSWERS BEST UPDATED SOLUTIONS RATED A+ and more Exams Nursing in PDF only on Docsity! PSYC 3480 EXAM QUESTIONS AND ANSWERS BEST UPDATED SOLUTIONS RATED A+ CHAPTER 1 Introduction Page 3 1-1. According to your text, a course in the psychology of women *a. explores psychological issues of specific concern to women. b. demonstrates that women really are different from men. c. illustrates that women from different ethnic groups are impressively similar to one another. d. discovers evidence to show that women no longer experience gender discrimination. Page 3 1-2. According to the information at the beginning of Chapter 1, a. women in countries such as Afghanistan are actually treated in a less biased fashion than women in the United States and Canada. b. topics such as pregnancy and rape are now a standard part of introductory psychology textbooks. *c. psychologists have typically focused on men’s experiences when they study topics such as achievement and retirement. d. women in the United States and Canada consistently earn higher salaries than men if we consider jobs that are traditionally female. Page 3 1-3. Your textbook contrasts two similar terms, sex and gender. Which of the following research topics involves the study of sex, rather than gender? a. What do adults think are ideal characteristics for young girls and boys? *b. How many weeks after conception do the external genitals of boys and girls develop? c. Do people believe that females should be helped more than males? d. Do young children rate adult women as being more nurturant than adult men? Page 3 1-4. Dr. Chen has conducted a study about whether men and women differ in their honesty when taking an examination. According to your textbook’s discussion of the terms sex and gender, a. the title should be “Sex Comparisons in Honesty.” *b. the title should be “Gender Comparisons in Honesty.” c. if Dr. Chen finds differences between men and women, call it “Sex Comparisons in Honesty.” Otherwise, call it “Gender Comparisons in Honesty.” d. because the terms sex and gender are interchangeable, either title is acceptable. Page 3 1-5. Which of the following statements is correct about the distinction between the words sex and gender? a. Gender refers to biologically based categories, which are either male or female. b. Sex refers only to sexual activity, and therefore the term sex chromosomes is not an appropriate phrase. *c. Gender refers to social categories and psychological characteristics. d. The terms sex and gender are so distinctive that they are rarely confused with each other in the professional literature. Page 3 1-6. Your textbook discusses the difference between the words sex and gender. Which of the following differences is correct? a. Gender refers to animals, whereas sex refers to humans. b. Gender refers to children, whereas sex refers to adolescents and adults. c. Gender is a narrower term than sex. *d. Gender refers to psychological characteristics, whereas sex emphasizes biological characteristics. Page 4 1-7. Which of the following students has the best understanding of the term, “doing gender”? a. Alexei: “The phrase ‘doing gender’ refers to the process of conducting psychological research about gender comparisons.” b. Irina: “The phrase ‘doing gender’ refers to a specific kind of historical analysis, which explores how women have been left out of the standard accounts of history.” *c. Sarah: “When people convey gender-related messages to each other—for instance, by the way they smile—they are ‘doing gender.’” d. Peter: “When people work for gender equality—for instance, in the workplace— they are ‘doing gender.’” Page 4 1-8. According to your textbook, the phrase “doing gender” means *a. expressing our own gender, as well as responding to other people on the basis of their gender. b. conscientiously using the words sex and gender in an appropriate fashion. c. doing research that emphasizes gender similarities rather than gender differences. d. trying to be gender-fair in situations that would normally encourage gender- based discrimination. Page 4 1-9. Suppose that you are trying to explain the phrase “doing gender” to a high school student. Which of the following statements would be most accurate? a. “Men are more likely than women to ‘do gender.’” *b. “When a female student meets a male student, she may smile and act very interested in him; this is an example of ‘doing gender.’” *d.Andrew: “Understanding the psychology of women requires an Page 5 examination of a number of social biases including sexism, racism, classism, heterosexism, and ageism.” 1-20. A feminist is a person who believes that a. there are large gender differences, in terms of psychological characteristics. *b. women’s ideas and women’s experiences should be valued. c. women should be granted more privileges and authority than men. d. gender is much more important than race, as a psychological characteristic. Page 5 1-21. According to the definition given in your textbook, a. a feminist is someone who believes that women should have privileges that are denied to men. b. men cannot be feminists. *c. a feminist has a high regard for women and believes that both genders should be treated similarly. d. the research shows that people who refuse to call themselves feminists are highly unlikely to believe in the principles of feminism. Page 6 1-22. Polly believes that feminist goals can be best achieved by passing laws to guarantee women equal educational and workplace opportunities. Polly represents which approach to feminism? a. cultural feminism *b. liberal feminism c. radical feminism d. women-of-color feminism Page 6 1-23. Mayra and her feminist friends believe that having more women in world government positions will decrease the incidence of wars because of women’s more peaceful nature. Mayra represents which approach to feminism? *a. Cultural feminism b. Women-of-color feminism c. Liberal feminism d. Radical feminism Page 6 1-24. Andrea works at a local women’s shelter and believes that eliminating violence against women requires major changes in society. Andrea most likely would be considered a a. cultural feminist. b. liberal feminist. c. women-of-color feminist. *d. radical feminist. *a. “A Black woman with a disability has a different kind of life than a White Page 6 1-25. A student who calls herself a “women-of-color feminist” is most likely to say, woman with a disability.” b. “To understand the experiences of women of color, we must first think about White women’s experiences, and then make careful adjustments.” c. “A Black woman’s experiences are very similar to a Latina woman’s experiences.” d. “Feminists from all ethnic groups have almost identical ideas about how to improve the treatment of women.” Page 8 1-26. According to the similarities perspective on gender, *a. men and women are quite similar to one another. b. men are quite similar to one another, but women are quite different from one another. c. men are quite different from one another, and women are quite similar to one another. d. men are quite different from one another, and women are quite different from one another; however, we construct similarities within each gender. Page 8 1-27. Suppose that you hear a lecture about gender, and the speaker emphasizes how each culture creates its own set of ideas about gender. Thus, our current conceptions about gender are not inevitable. Based on this information, which of the following approaches is the speaker most likely to support? *a. Social constructionism b. The differences perspective c. Cultural feminism d. Essentialism Page 8 1-28. Suppose that a professor is giving a lecture on aging. She says she will approach her topic from a social constructionist standpoint. This means that she is likely to emphasize that *a. our ideas about elderly people are often shaped by myths and stereotypes, rather than by objective observation of elderly people. b. the behavior of elderly people is largely determined by biological processes. c. the only way we can know about elderly people is by conducting research using well- controlled experimental methods. d. we should take a practical viewpoint, applying our knowledge to construct helpful programs for elderly people. Page 9 1-29. A feminist psychologist who emphasizes the differences perspective on gender is likely to a. emphasize constructionist explanations. b. point out the importance of stereotypes in shaping gender-related behavior. c. point out that social forces are responsible for the current gender differences. *d. emphasize the importance of positive personality attributes that are typically associated with women, rather than men. Page 9 1-30. Several years ago, the wife of a prominent politician argued that women are naturally attracted to taking care of the home and the family, rather than achieving in the world of work. Which of the following terms describes this viewpoint? a. Social constructionism *b. Essentialism c. Liberal feminism d. Radical feminism Page 9 1-31. Suppose that you hear a lecture in which the female speaker says, “I will be exploring this topic from an essentialist perspective. Which of the following sentences would you be most likely to hear? *a. “Women have one characteristic in common with one another: a concern about the well-being of children.” b. “Gender differences may be large in the workplace but small in personal interactions.” c. “In the Western hemisphere, people have a view of gender that is very different from the view in the Eastern hemisphere.” d. “Gender differences are so small that they essentially have no practical significance.” Page 10 1-32. The discussion of the early origins of the psychology of women pointed out that a. the discipline advanced rapidly because of people’s commitment to learning correct information about gender. b. several strongly supportive male psychologists helped to nurture this growing discipline. *c. much of the early research on gender was influenced by biases that women were less competent than men. d. this research, in general, was remarkably free of sexist research strategies and conclusions. Page 10 1-33. The psychologist Helen Thompson Woolley is known for a. her early studies of the menstrual cycle. b. her investigations of specific brain areas and intelligence. *c. her research showing similar intellectual abilities in men and women. d. being the first woman to receive a PhD in psychology. Page 10 1-34. Early studies of gender comparisons in psychology a. were all conducted by male researchers. *b. included research on the menstrual cycle. c. established that men had superior mathematical abilities. 1-44. The discussion of Latinas and Latinos in your textbook points out that *a. this ethnic group is currently the second largest in the United States. b. Mexican Americans believe that the terms Chicana and Chicano are very racist because these terms reject a connection with their Mexican heritage. c. the term Hispanic should be the preferred term, especially because it emphasizes the proud historical associations that Hispanic people have with Spain. d. the various Latina and Latino groups around North America share very similar values and cultural customs. Pages 14-16 1-45. According to your textbook’s discussion, Latinas and Latinos in the United States *a. are currently the second largest ethnic group; European American people constitute the largest ethnic group. b. are more likely to be Puerto Rican than Mexican. c. are highly similar to one another, compared to White people. d. typically have little in common except for a family history of speaking Spanish. Page 16 1-46. According to the current information about ethnic groups, a. Blacks are currently the second largest ethnic group in the United States; European Americans constitute the largest ethnic group. b. Blacks are likely to have arrived in the United States more recently than people in all other ethnic groups. *c. there is a larger number of well-documented examples of racism for Blacks than for other ethnic groups. d. there is much greater salary discrimination for Blacks than for other ethnic groups. Page 16 1-47. According to your textbook’s discussion of the terms Black and African American, the term Black is generally considered to be a. a racist term. *b. a more inclusive, welcoming term. c. a more specific term. d. an outdated, old-fashioned term. Page 17 1-48. According to the discussion about Asian American women, a. Asian American women rarely experience discrimination. b. Asian American women consistently earn higher salaries than European American women. c. Asian American women are actually less likely than European American women to earn a college degree. *d. many Asian American women face stressful employment conditions, and they also experience ethnic stereotypes. Page 17 *a. Asian American women living in the United States are more likely than European 1-49. Accrding to the discussion of Asian American women in Chapter 1, American women to have completed a bachelor’s degree. b. almost all employed Asian American women have professional careers. c. Asian American women are more likely than European American women to be perceived as natural leaders. d. Although Asian Americans come to the United States from many different cultures, they are highly similar in terms of education and employment patterns. Page 17 1-50. An important characteristic of Native American and First Nations individuals is that a. their tribal languages are actually very similar to one another. *b. they share a history of being invaded by North Americans who have European backgrounds. c. young people generally have little conflict with older relatives, regarding life decisions. d. the variability within any tribal group is very small. Pages 15-18 1-51. According to your textbook’s discussion of women of color, *a. the United States currently has more Latina/o residents than Black residents. b. people who have recently immigrated to the United States from South America usually prefer to be called Chicanas or Chicanos. c. most Black people in the United States report that they have never experienced racism. d. because Asian Americans are considered the “ideal minority group,” they seldom experience stereotyping based on their ethnic group. Page 18 1-52. The text’s discussion of ethnic groups indicates that a. members of any particular ethnic group generally share a large number of psychological characteristics. b. Asian Americans experience little discrimination. c. Native Americans may differ in geographic origin and history, but they all tend to share the same set of values. *d. there is considerable variability within any ethnic group. Page 18 1-53. Which of the following students’ statements about ethnicity is correct? a. Jayne: “White men are more visible in the media than White women; however, Black women are more visible than Black men.” b. Tareesha: “In general, Native Americans and Canadian First Nations people show less variability than do Asian Americans.” c. Jim: “At present, the United States has more Black residents than Hispanic residents.” *d. Oleg: “When reading research findings about women of color, we need to remember that each ethnic group actually consists of many smaller subgroups.” Page 18 1-54. The research shows that biracial individuals *a. sometimes have an advantage because they can connect with more than one ethnic community. b. typically feel rejected by all ethnic communities. c. are considered to be White, even if one parent is from a non-White ethnic background. d. have been studied more than any ethnic group other than Blacks. Page 18 1-55. The concept called “intersectionality” means that a. a person’s ethnic background is considered more important than his or her gender. b. young adults must choose the dimension that is most important to them, for example, whether gender is more important than social class or sexual orientation. *c. people belong to many social categories, so a low-income Black woman may have different experiences from a low-income White woman. d. people from only one ethnic category are more likely than biracial people to experience intersectionality. Page 19 1-56. Which of the following students provides the most accurate summary of the discussion about US-centered nationalism? a. Eric: “According to this concept, the United States is more likely than other countries to be very careful in its foreign policy.” *b. Samantha: “People who approve of US-centered nationalism are likely to believe that the United States can make decisions involving another country, but this other country cannot make decisions involving the United States.” c. Raquel: “We should elect politicians who believe in US-centered nationalism, because this perspective is especially likely to promote world peace.” d. Mark: “Fortunately, most US residents are aware that other countries in the world should have the same rights that the United States has.” Page 19 1-57. Which of the following concepts is most similar to the concept of US-centered nationalism? *a. the “White-as-normative” concept b. liberal feminism c. the gender similarities position d. gender as a subject variable Page 22 1-58. Biases can influence research during the stage in which the hypothesis is formulated because *a. researchers may formulate their hypothesis using previous research that is actually unrelated to the idea they want to study. b. this is the stage in which the interpretation of the data can be biased. a. All of the children in both conditions are European American. *b. The children in the gender-program condition are about one year older than the children in the control condition. c. No teacher has ever discussed any gender-related issues with the class. d. The children all live in the suburbs of Chicago. Page 23 1-68. Imagine that a group of researchers want to determine whether there are gender differences in people’s definition of an ideal friend. They distributed an identical questionnaire to females in 2010 and to males in 2011. Which of the following would be a confounding variable in this study? a. the gender of the participants b. the items on the questionnaire c. the operational definition of “friend” *d. the year in which the questionnaire was distributed Page 23 1-69. A psychologist wants to compare heterosexual women with lesbian women with respect to the length of time a love relationship lasts. She decides to compare 100 heterosexual women who are married with 100 lesbians who are currently in a love relationship. Without knowing anything more about this study, what might you suspect to be an important confounding variable ? a. The dependent variable is not clearly specified. *b. The heterosexual women are in a legally “sanctioned” relationship, whereas the lesbian women are not. c. The study includes no male participants. d. It is difficult to recruit participants for a study like this. Page 24 1-70. How might researcher expectancy be important in research studying whether women prefer a new method of childbirth preparation to a standard method of childbirth preparation? a. Women tend to prefer a change in procedure, rather than a method that is regarded as old- fashioned. b. The public may expect an established method to be more effective. *c. The researchers’ enthusiasm about the new method may influence the women’s responses. d. The researcher may expect that the new method will create greater individual differences in reactions to childbirth. Page 24 1-71. Researcher expectancy is a problem because a. researchers are much more likely to expect gender differences in cognitive ability than gender differences in social behavior. *b. researchers’ stereotypes may influence the way that the participants respond. c. it reduces the probability of finding results that have practical significance. d. it reduces the number of confounding variables. Page 24 1-72. Which of the following statements is correct regarding expectancy effects in research on the psychology of women? a. In most cases, careful precautions can make researchers unaware of the gender of the participants, so that researcher expectancy is less likely to operate. b. Although researchers’ expectancies may influence the results, the participants’ expectancies generally have little impact on the results. c. Because most of the research in psychology involves people reporting their reactions to something, participants’ expectancies usually cannot influence the results. *d. Because the researchers have grown up in a stereotyped society, their ratings of males and females may not be objective. Page 24 1-73. Suppose that you read about a study in which the results are statistically significant . You would conclude that a. a group of statisticians inspected the results and concluded that the study had been carefully conducted. b. the differences are likely to have important consequences, outside the research laboratory. c. the results did not appear to have any confounding variables. *d. the differences between the groups probably did not occur just by chance. Pages 24-25 1-74. Suppose that you are reading a newspaper article claiming that men and women differ significantly on a new test of creativity. As you read more closely, you realize that the males’ average was 101, one point higher than the females’ average of 100. What would you conclude? a. The results probably did not really reach statistical significance. *b. The results probably have little practical significance. c. The study probably tested a small number of males and females. d. The results can be generalized to people living in other geographic regions. Pages 24-25 1-75. Suppose that you read a study in which 5,000 male workers and 5,000 female workers are asked about the number of days of work they missed last year. Imagine that males miss an average of 7.2 days and females miss an average of 7.3 days, and the difference is statistically significant. What would be an important criticism of this study? a. Statistical significance is not important when we are considering such large sample sizes. *b. The difference probably has no practical significance. c. The sample was probably not large enough. d. The study was probably very carefully conducted, because those two means are so similar. Pages 24-25 1-76. Suppose that some researchers are writing up the results of their study, and they are reporting their interpretation of the data from an experiment. At this stage, they are likely to introduce bias if they *a. discuss only statistical significance and ignore practical significance. b. are influenced by researcher expectancy. c. emphasize practical significance far more than statistical significance. d. try to eliminate confounding variables. Page 25 1-77. Imagine that you are reading about a study that showed a positive correlation between the number of math courses that college women had completed in high school and their grades in a college course in statistics. You can safely conclude that a. their previous experience with math courses probably prepared them for the statistics course. *b. students who completed an above-average number of high school math courses are likely to earn an above-average grade in a college statistics course. c. students who are smart enough to complete many math courses in high school are likely to be smart enough to good grades in a college statistics course. d. students who develop good study habits in high school are likely to use those same study habits in college. Page 26 1-78. Which statement is correct regarding how bias can be introduced when research findings are communicated? *a. Gender similarities tend to be underrepresented in publications. b. Journal editors usually prefer to publish studies that demonstrate gender similarities on a particular characteristic. c. The popular press and introductory psychology textbooks typically prefer to emphasize studies in which women perform better than men. d. The popular media usually emphasize social constructionism. Page 26 1-79. According to your textbook, a research project should be called “gender comparisons in mathematical ability,” instead of “gender differences in mathematical ability.” The reason for this preference is that the title “gender comparisons” a. implies that the researchers have eliminated all possible confounding variables. b. implies that the researchers favor cultural feminism, rather than liberal feminism. *c. focuses on both differences and similarities. d. focuses on essentialism rather than on social constructionism. Page 26 1-80. Suppose you have just conducted a study about the psychological characteristics of males and females. If you want to report these findings, which term would be most preferable in your title? *a. Gender comparisons Page 29 1-91. Generally, gender differences are most likely to be found when a. behavior is recorded objectively. b. people are observed in laboratory settings. c. high-school students are studied, rather than older adults. *d. people know that they are being evaluated by others. Page 29 1-92. Which of the following journal titles examines gender as a subject variable , as opposed to gender as a stimulus variable ? *a. “Gender Comparisons in the Use of Dirty Words” b. “A Comparison of Catholic Feminist Women and Catholic Traditionalist Women” c. “How People Rate Male and Female Drivers” d. “Stereotypes About Male and Female Athletes” Page 29 1-93. If a study finds that people respond significantly differently to women than they do to men, we could conclude that a. gender as a subject variable is significant. b. gender as a confounding variable is significant. *c. gender as a stimulus variable is significant. d. gender as a dependent variable is significant. Page 29 1-94. Suppose that researchers want to see whether people judge baby boys to be smarter than baby girls. These researchers are focusing on a. gender as a subject variable. *b. gender as a stimulus variable. c. the theme that individual differences are large when we consider people’s ideas about gender. d. the theme that boys and men are more visible than girls and women. Page 30 1-95. A speaker at a lunch for owners of small businesses says to the audience, “Here’s a story you can tell your wives.” This situation would be an example of a. gender as a subject variable. b. large individual differences. *c. androcentric bias. d. a confounding variable. Page 30 1-96. Which of the following is an example of androcentrism? a. The advertisements for dishwasher detergents show more women than men doing the dishes. b. There are more television programs about Blacks than about Latinas/os. c. People are likely to believe in gender differences, even for characteristics that show gender similarities. *d. When doctors are deciding whether a person has a medical problem, they use a list of symptoms that are usually found in men, rather than in women. Page 30 1-97. If a psychology professor says that a textbook is “androcentric,” you would be likely to see *a. words such as “chairman” and “mankind.” b. research focusing on the similarities perspective, rather than the differences perspective. c. an emphasis on social constructionism. d. an emphasis on social class and racism. Pages 30-31 1-98. What does your textbook conclude about how women differ from one another? a. In general, women are remarkably similar to one another in their psychological characteristics. b. In general, women respond similarly to important biological events in their lives. c. In general, women are similar to one another in their preferences and life choices. *d. In general, women show wide variation from one another. Page 31 1-99. Imagine that you have conducted your own research on gender comparisons, and you find that the females vary widely from one another; the males also show wide variation. Your statistical analysis is likely to conclude that the *a. difference between females and males is not statistically significant. b. difference between females and males has practical significance. c. large variation within each gender must be caused by one or more confounding variables. d. difference between males and females is larger than the differences within each gender. CHAPTER 2 Gender Stereotypes and Other Gender Biases Page 36 2-1. The introduction to the discussion of gender stereotypes pointed out that a. gender stereotypes are almost always a fairly accurate reflection of reality. *b. gender stereotypes refer to beliefs about females’ and males’ characteristics. c. people tend to see themselves as being more gender stereotyped than the average person. d. most people do not have strong gender stereotypes about personality characteristics, but they do have strong gender stereotypes about occupations. Pages 36-37 2-2. Which of the following is the best example of a gender stereotype (rather than some other form of gender bias)? a. An accounting firm has an unwritten policy that the more challenging projects should be given to men instead of women. *b. A friend believes that women are not aggressive enough to be good politicians. c. A neighbor says that he doesn’t like female science teachers. d. A clerk at a store ignored two women who were standing in line, and he started helping a man who was behind them in line. Pages 36-37 2-3. Imagine that your uncle believes men are better drivers than women. This would be an example of *a. a gender stereotype. b. gender discrimination. c. heterosexism. d. gender prejudice. Page 37 2-4. Suppose that a high school student says, “I don’t know why, but I just don’t like old ladies.” This comment is an example of *a. prejudice. b, discrimination. c. a stereotype. d. benevolent sexism. Page 37 Page 40 2-15. Which of the following statements is correct about women in religion and mythology? a. Most modern religions other than Christianity specify that women were created before men. b. In Christianity, men and women have similar importance. c. The Jewish religion does not make an important distinction between men and women. *d. Eastern religions, like Western religions, include negative views of women. Page 40 2-16. Which of the following students provides the best summary of women in mythology and religion? a. Lilith: “Women are almost exclusively portrayed as being evil, scheming against their husbands and other men.” b. Naomi: “Women are almost exclusively portrayed as being kind and nurturant to their husbands and children.” c. Ruth: “Women are seen so seldom in mythology and religion that we cannot draw any conclusions about the way they are portrayed.” *d. Mary: “Women are portrayed in a different fashion from men, sometimes evil and sometimes extremely virtuous.” Page 40 2-17. Which of the following students provides the best summary about the representation of women in religion and myth? a. Hongbo: “Women are uniformly portrayed in a positive fashion.” *b. Joachim: “The women in religion and myth are represented by both positive and negative images.” c. Kate: “Although women are portrayed in a positive fashion in religion, they are portrayed in a negative fashion in mythology.” d. Liza: “Women are portrayed in a positive fashion in Western religions and in a negative fashion in Eastern religions.” Page 41 2-18. When we examine the representation of women in language, what can we conclude about terms used for women and men? *a. The female member of a pair of words often has a more negative connotation than the male member of the pair. b. Men are more likely than women to be referred to with infantilizing terms. c. Men and women are usually referred to with different, but parallel terms. d. Women are assumed to be the norm, whereas special terms are used for men. Page 41 2-19. Terms used for women and men differ in which of the following respect(s)? a. The two kinds of terms are often not parallel because the male term may be prefaced by the word man or the word male. b. The male member of a pair of items is typically more negative than the female member. *c. Terms for women are more likely to be negative, compared to terms for men. d. Terms for women are more general and inclusive, compared to terms for men. Page 41 2-20. What is a major problem with masculine generic terms? *a. They are not really gender neutral. b. They encourage people to think of men as secondary. c. These terms are longer and more awkward to use in both speaking and writing. d. They tend to downgrade men, relative to women. Pages 41-42 2-21. Studies on the masculine generic show that a. people usually understand that the term he can refer to both males and females. b. men believe that he refers to both males and females, whereas women believe that he refers only to males. c. most undergraduates understand that a phrase such as prehistoric man really refers to both men and women. *d. in general, people understand that the term he refers to males, rather than to both males and females. Pages 41-42 2-22. Suppose that an English teacher tells you that she thinks it is ridiculous to try to avoid using forms like “man” to refer to both males and females. Your most informed response would be: a. “You’re right, because people now understand that man actually includes both men and women.” b. “You’re right, because people don’t even notice the difference between a term like man and a gender-neutral term like person.” c. “You’re right, because research has shown that it is extremely difficult to teach people to use gender-neutral terms.” *d. “You’re wrong, because masculine-generic terms actually encourage people to think about males, rather than females.” Pages 42-43 2-23. Your text describes in some detail a study by Gastil in which participants reported the mental images evoked by sentences. This research found that a. males reported more male images than female images when responding to sentences containing he, but females showed no pronoun effect. b. females reported more male images for the he sentences than males did. c. both males and females reported an equal number of male and female images when responding to sentences containing they. *d. masculine generic terms produced more thoughts about males than did genderneutral terms. Page 43 2-24. A study by Briere and Lanktree was described in Chapter 2. This study compared students’ reactions to either a neutral or a masculine generic version of a description about psychologists. This study demonstrated that *a. psychology was viewed as being a less attractive career for women when the masculine generic was used. b. men judged psychology as being less attractive for themselves when the gender neutral version was used. c. few people were influenced by the nature of the description. d. most women remarked that they were offended by the use of the masculine generic. Pages 41-43 2-25. Suppose that a friend of yours says, “The problem with feminists is that they make a big deal about little things, like you have to say chairperson rather than chairman.” After reading about the masculine generic issue in Chapter 2, your most informed response would be: a. “Actually, feminists no longer complain about the language issue, because they are now concerned about more important things.” b. “According to the research, people now believe that words like chairman really are gender neutral.” *c. “According to the research, people do not consider words like chairman to be gender neutral.” d. “Despite all the research, people are still using gender-biased language just as often as they did 30 years ago.” Page 45 2-26. Research on women in the media has demonstrated that *a. men are much more likely than women to provide the voice-overs for advertisements. b. although women are often absent from television programs, they are seen just as often as men in television advertisements. c. women are rarely shown doing housework in advertisements. d. men are somewhat more likely than women to be shown in a “decorative” function in an advertisement. Page 45 2-27. In most respects, advertisements in magazines and on TV probably show a distorted picture of reality. In what area are these ads realistic? a. They show women working outside the home to the same extent that they do in reality. *b. They show women doing housework to the same extent that they do in reality. c. They often show women volunteering and doing other nonpaid activities. d. They often show women doing clerical work, rather than in nontraditional professions. Page 46 2-28. In what way are women and men represented differently in the media? b. people in different cultures have very different stereotypes, when it comes to judging the personalities of women and men. *c. ethnic background does not have a consistent effect on North American gender stereotypes. d. factors such as gender, ethnicity, and culture are all strongly related to the nature of people’s stereotypes. Page 53 2-38. Which of the following students best understands the research on cross-cultural studies about gender stereotypes? a. Salvadora: “North American women hold much less stereotyped views about women than do women from other countries.” b. André: “Research finds very large differences among countries in terms of their gender stereotypes.” *c. Devon: “People in different cultures share fairly similar gender stereotypes.” d. Akeem: “North American women have more stereotyped views than women from other cultures, but North American men have less stereotyped views than men from other cultures.” Pages 53-54 2-39. Suppose that you are participating in a study about word associations conducted by a team of researchers. You know that the study has something to do with ideas about gender, but the researchers never actually ask you to rate men and women. This study is probably testing a. hostile sexism. b. benevolent sexism. c. explicit gender stereotypes. *d. implicit gender stereotypes. Page 53 2-40. The best example of an “implicit gender stereotype” would be a stereotype that a. is more positive about women than about men. b. is more positive about Black women than about White women. *c. people use automatically but are not aware they have. d. focuses on people’s pleasantness, rather than their ability. Pages 53-54 2-41. Nosek and his coauthors used the Implicit Association Test to measure people’s gender stereotypes. Their research showed that people a. have strong implicit gender stereotypes because their ratings for males and females were very different from each other. b. have weak implicit gender stereotypes because their ratings for males and females were very similar to each other. *c. have strong implicit gender stereotypes because they responded relatively quickly when the pairings were consistent with stereotypes (e.g., males were paired with math); they responded slowly when the pairings were inconsistent (e.g. females were paired with math). d. have weak implicit gender stereotypes because they responded quickly when the pairing were inconsistent with stereotypes (e.g., females were paired with math); they responded equally quickly when the pairings were consistent (e.g., males were paired with math). Page 55 2-42. Which of the following statements is correct regarding attitudes towards the competence of women? a. Every study to date has reported a bias against women. b. Although early studies revealed bias, the current ones do not. *c. People are particularly likely to be biased if they have little information about someone’s qualifications. d. In general, college students are especially likely to have negative attitudes toward women. Page 55 2-43. Based on the information in Chapter 2 about attitudes towards women’s competence, which of the following situations is most likely to show devaluation of women? *a. when a man is evaluating a woman’s performance in a traditionally masculine area b. when a nonexpert woman is doing the evaluating c. when a woman is acting in a stereotypically feminine fashion d. when a great deal of evidence is available about the person’s qualifications Page 55 2-44. Under which of the following conditions is a woman least likely to be devalued, relative to a man? *a. when there is a large amount of detailed information available about her qualifications b. when the person who is doing the evaluation has traditional values c. when males are doing the evaluation d. when the woman acts like a stereotypical male, rather than acting like a stereotypical female Page 56 2-45. When college students were asked to rate men and women on scales such as “pleasantunpleasant,” the results indicated that a. they rated men more positively than women. *b. they rated women more positively than men. c. feminine women and masculine men received the highest ratings. d. “macho men” received relatively high ratings. Pages 55-56 2-46. According to current research, people typically think that a. men are nicer than women. b. women are more competent than men, but similar to men in “niceness.” *c. feminists are not as nice as other women. d. feminists and other women are equally nice. Page 58 2-47. Which of the following statements is the best example of benevolent sexism , as defined by Glick and Fiske’s Ambivalent Sexism Inventory? a. “Women are getting too many benefits, due to affirmative action.” b. “Because women have experienced so much discrimination in the past, they deserve special privileges now.” *c. “On a crowded bus, a man should offer his seat to a woman.” d. “Men and women are very different from each other.” Page 58 2-48. Which of the following statements is the best example of hostile sexism , as defined by Glick and Fiske’s Ambivalent Sexism Inventory? a. “Women are much more spiritual and religious than men.” b. “Compared to men, women are more skilled in understanding people’s feelings.” *c. “Women are too sensitive, and they misinterpret many innocent comments.” d. “Women are more likely than men to hold ambivalent attitudes toward sexism.” Page 58 2-49. People demonstrate ambivalent sexism if they *a. show high hostile sexism and high benevolent sexism. b. show higher hostile sexism than benevolent sexism. c. show higher benevolent sexism than hostile sexism. d. show low hostile sexism and low benevolent sexism. Page 58 2-50. Cross-cultural research by Glick and Fiske examined the Ambivalent Sexism Inventory. According to this research, a. in countries with low gender equality, the respondents tended to be high in hostile sexism but low in benevolent sexism. b. in countries with low gender equality, the respondents tended to be low in hostile sexism but high in benevolent sexism. c. in the United States, men scored higher on the hostile sexism scale, but women scored higher on the benevolent sexism scale. *d. in the United States, men scored higher than women on both benevolent and hostile sexism. Page 59 2-51. Suppose that a group of men and women are working together in pairs, some in samegender pairs and some in male-female pairs. Based on the research of Lott, which of the following people would be most likely to respond negatively to his or her partner? a. A male working with another male *b. A male working with a female c. A female working with another female d. A female working with a male Pages 59-60 d. a belief in gender differences is innate or inborn in humans. Pages 64-65 2-62. According to the social cognitive approach to stereotypes, people may have a tendency toward gender polarization . This means that they a. favor members of their own gender. b. exaggerate the similarities between genders and the differences within each gender. *c. exaggerate the similarities within each gender and the differences between genders. d. assume that male experience is the norm and female experiences is “other.” Page 65 2-63. Which of the following students’ statements would be the best example of the “normative male” concept? *a. Gloria: “Women need to learn to be as assertive as males are.” b. Mike: “Gender differences have been found in certain kinds of aggressive behavior.” c. Tallulah: “The typical American voter is a female.” d. Humphrey: “In future years, we expect men’s smoking behavior to become more like women’s smoking behavior.” Page 65 2-64. A psychology professor is conducting research on “the normative male.” Which of the following would be the most likely topic for this research? a. Are people more biased against elderly women than elderly men? *b. When people hear a word such as “student” or “citizen,” do they think about men more often than women? c. Who is more likely to have psychological problems, women or men? d. Are gender differences larger in mathematical skills or in language skills? Pages 65-66 2-65. According to the research on people’s judgments about men and women, a. people rarely judge men and women differently in the current era. b. people now assume that women political candidates are actually more competent than male candidates in areas such as national security and the economy. *c. people are most likely to use stereotypes if they are busy working on another task at the same time. d. people usually favor a male candidate, even when it is clear that a woman is wellqualified for a job. Page 66 2-66. When people are asked to judge why males and females have been successful on a task, they are likely to say that a. males have been successful because of good luck, whereas females have been successful because of high ability. b. both males and females have been successful because of a combination of ability and hard work. *d. males have been successful because of high ability, whereas females have c. males have been successful because they cheated, whereas females have been successful because the task was easy. been successful because they tried hard. Page 66 2-67. One possible practical consequence of people’s attributions for women’s and men’s performances is that a. males are likely to have their successes attributed to cheating. b. males are likely to have their failures attributed to lack of ability. c. females are likely to have their successes attributed to high ability. *d. females are likely to have their successes attributed to hard work. Page 66 2-68. Suppose that a high school math teacher is trying to determine why Anna has the highest grade in trigonometry. Which of the following attributions is the teacher most likely to make? a. “Anna seems to have a natural talent for trigonometry.” b. “I’m concerned that Anna may be cheating.” c. “Anna is a really lucky student.” *d. “Anna really tries hard.” Pages 66-67 2-69. According to the discussion of stereotypes and memory, we are most likely to remember gender-consistent characteristics when a. we are trying to remember something about children, rather than adults. *b. we have other things we need to do at the same time as the memory task. c. we are asked to recall the material just a few seconds after it has been presented. d. we have relatively weak stereotypes about those particular characteristics. Pages 66-67 2-70. In which of the following situations are we most likely to recall stereotype-consistent material? a. When our stereotypes are weak b. When we think carefully about the situation, rather than making a quick decision *c. When we have other tasks to do at the same time d. When we have been instructed to pay close attention to the material Pages 66-67 2-71. Which of the following would be most likely to be a research topic for a person interested in a social cognitive approach to stereotypes? a. Are people with extensive education less stereotyped than those with less education? b. Do parents reinforce their children for expressing either stereotyped or nonstereotyped beliefs? *c. Are people better at recalling gender-consistent or gender-inconsistent information? d. Do children imitate stereotyped behaviors that are shown by adult models? Page 67 2-72. Why are self-fulfilling prophecies relevant to stereotypes? a. People tend to make predictions about their own behavior and then act in the exact opposite way. b. Like stereotypes, self-fulfilling prophecies tend to separate concepts into two distinct areas. c. We use self-fulfilling prophecies to make career decisions based on stereotypes. *d. We tend to behave in a way that is consistent with other people’s gender stereotypes. Page 67 2-73. Imagine that an article has just been published; it claims that girls score lower than boys on a test of logical reasoning. If parents convey these expectations to their sons and daughters, and the children actually act according to these beliefs, one possible explanation for these findings is a. gender-consistent memory bias. *b. self-fulfilling prophecy. c. gender polarization. d. heterosexism. Pages 67-68 2-74. Suppose that a woman is about to take a chemistry exam, and the professor has just been saying that men earned higher scores on previous chemistry exams. If the females do indeed receive lower scores on this exam, a possible explanation would be *a. stereotype threat. b. heterosexism. c. androgyny. d. androcentrism. Pages 67-68 2-75. Which of the following is the best example of the term “stereotype threat”? a. A teenage girl realizes that she does not need to conform to the North American standards of beauty. *b. A teenage boy worries that he won’t be able to take good care of his infant niece because his friends recently told him that boys have no clue how to handle babies. c. A male college graduate says he knows that women can be good at math, but he doesn’t really believe this. d. When making judgments about an acquaintance, a female college graduate remembers more gender-consistent information than gender-inconsistent information. Pages 67-68 2-76. Shih and her colleagues studied how Asian American college women performed on a difficult math test. Their results showed that the participants performed best if *a. they had been reminded about their ethnicity before taking the test. b. they had been reminded about their gender before taking the test. c. they had been reminded about both their ethnicity and their gender before taking the test. pairs. b. The egg cell from the mother has a sex chromosome that can be either an X or a Y. *c. A female’s sex chromosomes are symbolized XX. Page 76 d. The female egg contains 23 chromosomes, whereas the male sperm contains only 22 chromosomes. 3-5. At conception, a. the egg cell from the mother contributes either an X chromosome or a Y chromosome. *b. the sperm cell from the father contributes either an X chromosome or a Y chromosome. c. if there is an XX arrangement, the offspring will be a genetic male. d. if there is an XY arrangement, the offspring will be genetic female. Page 76 3-6. In the first six weeks after conception—during typical prenatal development—males and females differ in their a. gonads. b. internal reproductive systems. *c. chromosomes. d. hormones. Page 76 3-7. In typical prenatal development, *a. the same two sets of ducts develop into a female reproductive system in females and a male reproductive system in males. b. the sex glands (gonads) of males and females look substantially different from each other within 2 weeks after conception. c. Müllerian ducts are transformed into the female reproductive system by the presence of androgen. d. the reproductive system develops only during the final month of gestation. Page 76 3-8. In typical prenatal development, a. male embryos look very different from female embryos, beginning 2 weeks after conception. b. prenatal hormone levels are very different for males and females, beginning 1 month after conception. *c. the internal reproductive system develops prior to the external genitals. d. almost all components of the reproductive system develop during the last 6 weeks before birth. Page 76 3-9. Which of the statements about typical prenatal development is correct? *a. Female and male embryos are very similar during the first weeks of prenatal development. b. Shortly after conception, the genitals of females and males look different. c. Male and female genitals develop at about 6–12 weeks after conception, and the two types of genitals are formed out of very different embryological structures. d. Male genitals develop at about 4 weeks after conception. Female genitals develop at about 12 weeks after conception. Page 77 3-10. Which of the following students provides the most accurate information about typical prenatal development in females? a. Alissa: “If the fetus has a high level of androgen, a clitoris will develop.” *b. Dorota: “Researchers know more about male development than female development.” c. Sergei: “In female development, the genetic sex of a fetus is determined at conception; in male development, the genetic sex is determined at about 6 weeks after conception.” d. Johnny: “The fetus generally develops into a male unless one of the female hormones is present.” Page 77 3-11. The term intersexed individual refers to a. people high in both masculinity and femininity. b. men who dress in feminine clothing. c. females with low androgen levels. *d. people who are not clearly male or clearly female. Pages 79 3-12. When an infant is born with congenital adrenal hyperplasia, a. the genitals look feminine. *b. physicians usually perform genital surgery. c. a person with an XX chromosome arrangement appears to be male until puberty. d. a deficit of androgen produces a feminine-acting male. Page 77 3-13. People who have androgen-insensitivity syndrome a. are females, genetically, yet they are raised as males. *b. may seem to be normal females until puberty. c. have extreme difficulties in the acquisition of gender typing. d. are usually able to have children. Page 79 3-14. When an intersexed infant is born in the United States, a. most people manage to accept that the infant does not need to fit into either the “female” or the “male” category. b. physicians are typically androcentric, so they almost always recommend surgery to create the standard male genitals. *c. physicians usually recommend surgery so that the external genitals look more like either the standard male genitals or the standard female genitals. Page 79 d. most parents prefer to postpone surgery until the child is old enough to choose either a male or a female identity. 3-15. According to the discussion of atypical prenatal development, a. almost all intersexed individuals request surgery to make their external genitals consistent with their sex chromosomes. b. all infants are either male or female at birth, because hormonal and internal reproductive systems that have been atypical early in prenatal development will adjust themselves during the month prior to birth. *c. many adult intersexuals emphasize that intersexed children should not be Page 80 forced into either a male or a female gender category. d. when a more careful examination is performed on an infant originally classified as an intersexual, that infant can be clearly categorized as either male or female. 3-16. Which statement is correct about North American parents’ stated preferences for a newborn? a. The clear majority of both men and women want a boy as their first child. b. Parents are particularly likely to want a boy as their last child. c. Fathers are more likely than mothers to want a boy as their last child. *d. In the earlier research, parents clearly preferred boys; in more recent studies, parents express no clear-cut gender preferences. Page 80 3-17. Which of the following students provides the best summary of the research regarding North American parents’ preferences about the sex of their first-born child? a. James: “Even though we are in the 21st century, parents in North America still say that they would prefer to have a boy, rather than a girl.” *b. Daisuke: “Parents may say that they have no preferences, but the birth announcements in the newspapers express more pride if the child is a boy.” c. Isidro: “No research has been conducted on this topic since 1995, so we do not have recent information about sex preferences”. d. Lucie: “Parents actually have no sex preferences, based on both their stated preferences and the amount of pride shown in announcements.” Page 80 3-18. When we compare different countries with respect to their preference for male babies, we find that a. people in Canada have even stronger preferences for sons than do people in the United States. b. gender preferences are unpredictable; for example, females are preferred in India, but males are preferred in China. c. North America is the exception; in most countries, people typically are neutral about whether their child will be a boy or a girl. *b. you will adjust your thinking so that Robert’s appearance and actions 3-28. Suppose that you meet an infant who is dressed in gender-neutral clothing, and the infant’s father tells you that the infant is named Robert. The social constructionist perspective would argue that a. you will construct a gender-neutral infant, neither extremely masculine or extremely feminine. seem more masculine. c. you will perceive Robert to be an exception to the rule about boys having masculine characteristics. d. you will reinforce Robert for his “gender-inappropriate” behaviors. Page 83 3-29. The theory of gender typing that emphasizes how children learn gender-related behaviors is known as a. psychoanalytic theory. b. essentialism. c. evolutionary psychology. *d. social learning theory. Page 83 3-30. Social learning theory proposes that gender typing results because *a. children are rewarded for “gender-appropriate” behavior and punished for “genderinappropriate” behavior. b. children learn about gender through conversations with their peers. c. gender is a relevant schema in our culture. d. chromosomes and hormones inevitably lead to gender-consistent behavior. Pages 83-84 3-31. Suppose that you talk to a young mother who tells you that she believes her daughter Sarah is feminine because everyone praises her for feminine actions and because she imitates the women she sees on TV. This mother’s explanation is most like the theory. a. psychoanalytic *b. social learning c. cognitive developmental d. social constructionist Pages 83-84 3-32. According to social learning theory, a. the only way girls learn how to act feminine is by receiving rewards for feminine behavior. *b. the imitation of gender-typed behavior explains a major part of a young girl’s “feminine” behavior. c. children typically learn all gender-typed behavior by trial and error. d. children imitate a person of the other gender more than a person of the same gender. Page 84 3-33. Four-year-old Emily has been watching a cartoon show in which “Dora the Explorer” rescues a rare bird that is covered with thick mud. Later on, Emily’s parents see that Emily is playing with her toy animals, and she is rescuing several of them from dangerous situations. Emily’s behavior could best be explained by a. intersectionality. b. rewards and punishments.. *c. modeling. d. the psychodynamic approach. Page 84 3-34. Cognitive developmental theory a. is primarily based on the idea that children learn gender typing by a series of rewards and punishments. b. emphasizes that modeling is especially important in the acquisition of gender typing. *c. emphasizes children’s own roles in the acquisition of gender roles. d. emphasizes that the media are more important than parents in children’s acquisition of gender typing. Page 84 3-35. According to the discussion of gender schemas, *a. children organize information and attitudes about gender, based on their culture. b. the school system is the primary source for children’s information about gender. c. gender schemas are learned through rewards and punishments. d. androgynous children develop gender schemas, but children with strong gender typing do not. Page 84 3-36. Chapter 3 discussed the cognitive developmental approach to explain children’s acquisition of gender typing. One example of this approach is that a. parents are likely to praise boys—rather than girls—for their athletic performance. *b. children tend to develop schemas, which organize their thoughts about females and males. c. children watch peers, and they are more likely to imitate children of the same gender, rather than children of the other gender. d. sex hormones and other biological factors are especially important in shaping children’s gender typing. Page 85 3-37. According to cognitive developmental theory, gender identity refers to children’s a. recognition that boys have a penis and girls don’t. b. knowledge that their gender does not change as they grow older. *c. realization of whether they are a boy or girl. d. preference for gender-appropriate activities. Page 85 *d. Samant: “Both social learning theory and cognitive developmental theory 3-38. Which of the following people provides the best summary of theories about gender development? a. Heather: “According to social learning theory, young children only develop concepts about gender if they are raised in highly gender-stereotyped homes.” b. Jason: “Research has shown that rewards, punishments, and modeling are by far the most important factors in gender development.” c. Uma: “Freud’s psychoanalytic theory currently provides the best explanation of gender development.” are necessary in order to explain gender development.” Page 85 3-39. According to your textbook’s discussion of theoretical explanations, children’s psychological gender development is mostly determined by a. chromosome and hormones. b. children’s own gender schemas. c. rewards and punishments from other people. *d. a combination of children’s own gender schemas and rewards and punishments from other people. Page 85 3-40. Which of the following students provides the best information about theories of gender development? a. Adam: “Children’s gender-related behaviors are more important than their thoughts about gender.” b. Sarah: “Before the age of 5, children’s thoughts about gender are more important than their gender-typed behavior. After 5, their behavior is more important than their thoughts. c. Mylene: “Children’s gender schemas turn out to be more important than any of the other mechanisms for explaining gender development. *d. Rick: “Children’s thoughts and behavior related to gender are both important factors in explaining gender development.” Page 87 3-41. Which of the following students has the best overview of the research on parents’ stereotyped behavior toward their infants and children? *a. Kyoko: “Parents treat infants according to gender stereotypes, but they show somewhat less stereotyping once they appreciate their children’s own special characteristics.” b. Alexander: “Parents show little stereotyped behavior toward their infants, but much more stereotyping when the children reach school age.” c. Maria: “Parents consistently show stereotyped behavior toward daughters—whether they are infants or children—but they show minimal stereotyping for sons.” d. Sid: “The only area in which parents show stereotyping is with respect to encouragement of aggression in their sons.” Page 87 *d. In some situations, parents are more likely to encourage independence in Page 89 3-52. What can we conclude about how parents treat their sons and daughters with respect to independence? a. Parents seem to treat boys and girls exactly the same in the area of independence. b. Because girls mature faster, parents allow their young daughters to be more independent than their sons. c. In every situation that has been studied, parents are more likely to encourage independence in their sons than in their daughters. their sons than in their daughters, but the results are not consistent. Pages 89-90 3-53. Ernesto is a Mexican American father who has nontraditional ideas about gender roles. He is playing with his daughter, using a toy stove and toy food. Based on the discussion in Chapter 3, you would expect to see that a. Ernesto would try to guide his daughter toward a game with which he feels more comfortable. b. Ernesto would interact passively with his daughter, only talking when she asks him questions. *c. Ernesto would ask good questions and actively play with his daughter. d. Ernesto would play the role of a father who is being served a meal, but he would not participate in cooking. Pages 89-90 3-54. Your textbook describes a study by Fiese and Skillman (2000), which focused on the gender-related messages that parents convey to their children. According to this research, a. parents in the current decade provided the same kind of achievement messages to their daughters and sons. b. parents in the current decade uniformly emphasized achievement more for their sons than for their daughters. *c. parents who were not very gender-stereotyped were likely to emphasize achievement equally for their sons and daughters. d. fathers consistently emphasized achievement for their sons, whereas mothers consistently emphasized achievement for their daughters. Pages 89-90 3-55. According to the research about parents’ gender-related messages, a. surprisingly, traditional parents and nontraditional parents provide similar messages about gender to their children. *b. traditional parents provide more messages about achievement to their sons than to their daughters. c. African American mothers provide more gender-biased messages to their children, compared with mothers from other cultural groups. d. children’s parents are much more likely than children’s peers to encourage gender typing. Page 91 3-56. Which of the following is not one of the ways that peers encourage gender typing? a. They downgrade children who act in non-stereotypical ways. b. They encourage gender segregation. *c. They are prejudiced against members of their own gender . d. They treat boys and girls differently. Page 91 3-57. Holly likes to climb trees, play fighting games, and take charge on the playground. She describes herself as a typical tomboy. Holly’s peers are likely to a. ignore her behavior, figuring she’ll stop eventually. b. encourage her behavior, viewing her as more fun than the more feminine girls. *c. try to convince her to act more feminine. d. imitate her nontraditional behavior, so that she can see how ridiculous she looks. Page 91 3-58. Children sometimes behave in a way that is more typical of the other gender. How do other children react to this child’s nontraditional behavior? a. Children almost always ignore a girl who is playing with a toy considered appropriate for a boy. b. Children usually have no problem with a boy who talks about his feelings, as long as he doesn’t play with a toy considered appropriate for a girl. *c. Children typically react in a more negative fashion to nontraditional behavior in a boy, rather than in a girl. d. In general, children seem to ignore “nontraditional behavior” in a peer. Pages 91-92 3-59. The tendency to associate with other children of the same gender is known as a. gender identity. b. gender schema. *c. gender segregation. d. gender discrimination. Pages 91-92 3-60. Imagine that you are walking past a playground. You are likely to see that children *a. who are about 3 to 6 years old fairly likely to play with same-gender children. b. who are about 11 to 12 years old are fairly likely to play with same-gender children. c. do not seem to show any systematic preferences for play partners. d. show no systematic preferences for play partners if they are playing at games that require motor skills, but for other activities, boys play with boys and girls play with girls. Page 92 3-61. Suppose that you are observing a group of preschool children, as part of a class assignment. You notice that three boys have taken over a sandbox in the corner of a playground, and they are saying to a girl, “No, you can’t play here because you aren’t a boy.” The boys’ behavior is an example of a. modeling. b. heterosexism. *c. entitlement. d. stereotype threat. Pages 92-93 3-62. Your textbook discusses a study by Powlishta on gender prejudice in children. When children watched videotapes of a child interacting with an adult, a. both boys and girls liked the boy targets better. b. both boys and girls liked boy targets better when they were engaged in “masculine” activities and girl targets better in “feminine” activities. *c. girls liked girl targets better, whereas boys liked boy targets better. d. surprisingly, girls liked boy targets better, whereas boys liked girl targets better. Pages 92-93 3-63. What can we conclude about children’s attitudes toward members of the other gender? a. From about the age of four, children seem quite positive about children of the other gender. b. Boys show gender prejudice, but girls do not. *c. Children are more positive about same-gender peers than about other-gender peers. d. Adults are much more biased than children in their attitudes toward members of the other gender. Pages 93-94 3-64. Suppose that you are working in a preschool setting. Based on Smith’s research on preschoolers’ treatment of other children, you would be most likely to observe that children a. do not seem to notice whether or not their peers are attractive. b. consistently treat cute boys and girls more nicely than less attractive boys and girls. c. are nice to the cute boys and aggressive toward the less attractive boys. *d. are nice to the cute girls and aggressive toward the less attractive girls. Pages 90-94 3-65. Which of the following students provides the most accurate statement about the way that children provide gender-related messages to their peers? a. Naomi: “Children in North America who are 3 or 4 years old prefer to play with a same-gender child, but school-aged children have no preferences.” *b. Gwendal: “When children play mostly in single-gender groups, they tend to learn and practice gender-stereotyped behavior.” c. Elli: “In general, girls are more likely than boys to show entitlement, a behavior that encourages gender segregation.” d. Jeff: “Both girls and boys give consistently higher ratings to boys, whereas they downgrade girls.” Page 95 *d. more males are currently shown than females, and the activities they d. about 55% of the world’s illiterate adults are female. Page 98 3-76. According to the research on children’s television, a. males and females are currently shown in equal numbers, and the activities they perform are similar. b. males and females are currently shown in equal numbers, but the activities they perform are different. c. more males are currently shown than females, but the activities they perform are similar. perform are different. Page 98 3-77. Studies on television viewing and gender stereotyping show that a. there is no relationship between these two variables in any of the studies yet conducted. b. most television programs actually encourage children to decrease gender stereotyping. *c. there is generally a correlation between television viewing and gender stereotyping. d. television seems only to influence gender stereotyping in children above the age of 10. Page 98 3-78. Suppose that a study shows a strong positive correlation between the number of hours that children spend watching television and the degree to which they hold stereotyped views of gender roles. Based on this information, we can conclude that a. only stereotyped children are likely to be able to tolerate many hours of television viewing. b. television clearly encourages gender-stereotyped views. c. parents are not responsible for conveying ideas about gender roles. *d. there is a relationship between television watching and stereotyped gender roles. Page 98 3-79. Researchers have examined television programs and videogames that are aimed at children. This research shows that a. there are actually more girls than boys in the TV advertisements. b. females actually display more leadership than males do in the TV programs aimed at children. *c. video games tend to be aimed at boys, and they typically encourage boys to develop computer skills. d. the amount of time that children spend watching television is not significantly correlated with their scores on measures of gender stereotyping. Page 99 3-80. Which of the following students provides the most accurate information about the representation of gender in children’s books? *a. Sushil: “The main character is male in about two-thirds of these books.” *d. even today, children’s books often show boys solving problems and being b. Marie-France: “Although females are underrepresented in these books, the female main characters are very competent.” c. Christopher: “Although females are represented in a stereotypical fashion in these books, the males are often shown doing ‘stereotypically feminine’ tasks.” d. Evan: “Fortunately, the books that have been published since 2000 show remarkably little gender stereotyped behavior.” Page 99 3-81. Studies of children’s books show that a. they often appear to be sexist, but this sexism has little effect on children. b. the problem of sexism in children’s books seems to have disappeared during the past decade. c. females may be underrepresented, but at least those who are shown are quite competent. active, whereas girls are more passive. Pages 99-100 3-82. A study by Ochman examined the impact of children’s books on subsequent behavior. According to this study, a. the kind of books read by children had minimal impact on their behavior. *b. children showed increased self-esteem when a model of their own gender had solved a problem in the book. c. children of both genders showed increased self-esteem when the model in the book was male. d. children of both genders showed increased self-esteem when the model in the book was female. Page 102 3-83. Alex is only 6 months old. According to the research on children’s knowledge about gender, Alex is likely to a. view males and females the same; they’re all just people to children that young. b. prefer to look at pictures of people of the same gender. c. prefer to look at pictures of people of the other gender. *d. recognize that males and females belong to different categories. Pages 102-103 3-84. Suppose that you are talking with a 4-year-old girl. What information is this girl likely to know about gender? *a. She probably looks longer at a picture of a man doing a feminine task, compared to all other combinations of the person’s gender and the task that the person is doing. b. She probably cannot provide accurate gender labels for photos of people. c. She can probably explain the differences between females and males. d. If you show her a coloring book, she probably will not select a picture that is stereotypically associated with females. *a. the boys coloring a picture of a football player and the girls coloring a Page 103 3-85. Suppose that several children who are 4 and 5 years old are looking at some coloring books and deciding which pictures to color. You will be most likely to see picture of a princess. b. the boys coloring a picture of a princess and the girls coloring a picture of a football player. c. the girls coloring a picture of a princess and the boys coloring a picture of a genderneutral scene. d. both girls and boys coloring a picture of a gender-neutral scene. Page 103 3-86. You are playing with your 5-year-old nephew Matthew. According to the research on children’s stereotypes about gender, Matthew is most likely to *a. know which toys the boys are “supposed to” like, and choose gender- consistent activities himself. b. know which toys the boys are “supposed to” like, but show no gender preferences in his own play activities. c. be easily persuaded to play with toys considered appropriate for the other gender. d. choose gender-consistent play activities, but report little understanding of what boys are “supposed to” like. Pages 103-105 3-87. Suppose you are teaching 4-year-olds in a preschool program. The children in your class are likely to believe, with respect to occupations, that a. women can become anything they want to be, though men have more restricted occupational choices. b. women have more prestigious jobs than men. *c. teachers tend to be women, and construction workers tend to be men. d. there is no relationship between occupation and gender. Pages 103-105 3-88. The research on children’s ideas about occupations shows that a. occupational stereotypes are mostly confined to middle-class White children. b. most children under the age of 5 do not have clear-cut ideas about occupational stereotypes. *c. girls frequently say that they would be angry with a typically “masculine” occupation, but boys frequently say that they would be extremely angry with a typically “feminine” occupation. d. although children are stereotyped about the occupations of other people, they do not tend to prefer gender-stereotyped occupations for themselves. Page 105 3-89. Research on children’s stereotypes about gender shows that b. the biological structures that are directly responsible for sexual reproduction. *c. features of the body related to sexual reproduction but not directly involved in it. d. the portions of the brain that control the release of hormones. Page 111 4-7. The pituitary gland is important in menstruation because it *a. produces hormones that are critical in the menstrual cycle. b. produces pain suppressants that diminish the strength of menstrual cramps. c. is located directly underneath the ovaries. d. regulates a woman’s mood during menstruation. Page 111 4-8. What role do hormones play in the menstrual cycle? a. Increased estrogen irritates the endometrium, which causes it to shed. b. Hormones are part of the menstrual flow. *c. Hormones regulate the development of the follicles and the lining of the uterus. d. Hormones provide nutrition for the egg. Page 111 4-9. What is an important function of the ovaries in the menstrual cycle? a. They discard their endometrium lining, which produces menstrual flow. *b. They contain the eggs, which are released in the middle of the cycle. c. They suppress activity in the pituitary gland. d. They inhibit the production of estrogen and progesterone. Page 111 4-10. What is ovulation? a. The stimulation of the follicle that contains the egg b. The development of the endometrium *c. The release of the egg at the middle of the menstrual cycle d. The sloughing off of the endometrium Page 111 4-11. During the menstrual cycle, a woman’s reproductive system releases an egg, through a process called a. the luteinizing hormone effect. b. menarche. *c. ovulation. d. the endometrium-shedding process. Page 111 4-12. The term “ovulation” refers to the process during which a. the follicle-stimulating hormone acts on the follicles within the ovaries. b. estrogen acts on the uterine lining, leading to the development of the endometrium. *c. the egg moves out of the ovary. *d. a feedback loop involving changes in brain structures, hormones, and d. the menstrual flow is the heaviest. Page 112 4-13. The events in the menstrual cycle are best described as a. reactions to specific levels of estrogen. b. controlled primarily by the hypothalamus, which produces both estrogen and progesterone. c. a series of bodily changes that lead to behavioral and mood changes. reproductive structures. Pages 111-113 4-14. As described in Chapter 4, the various brain structures and other biological factors operate according to a feedback loop in order to regulate the menstrual cycle. Which of the following students provides the best description of this feedback loop? *a. Dakwan: “When the level of a hormone is too high, a structure in the brain is signaled to inhibit hormone production; when the level is too low, the brain structure is signaled to produce more hormones.” b. Angus: “When the hypothalamus is signaled, a follicle in the hypothalamus releases an egg; when the hypothalamus is not signaled, the follicle does not release the egg.” c. Sandi: “When a female reaches puberty, her endometrium signals the pituitary gland, which varies in size, depending on the menstrual cycle; for instance, the pituitary gland is largest at the time of ovulation.” d. Adriana: “When a female has her period, the menstrual flow signals the hypothalamus, which inhibits the development of the follicle.” Page 112 4-15. After the egg has left the follicle, in the middle of the menstrual cycle, the *a. follicle turns into a structure that secretes progesterone and estrogen. b. pituitary gland produces more follicle-stimulating hormone. c. follicle immediately shrinks in size. d. endometrium thickens considerably. Page 113 4-16. Dysmenorrhea is *a. painful cramps in the abdominal region, as well as other pain accompanying menstruation. b. an absence of menstrual periods that may occur in young women who have anorexia. c. a condition in which menstrual flow is unusually heavy. d. a condition in which menarche is reached prior to the age of 10. Page 113 4-17. According to Chapter 4, menstrual pain a. is largely psychological in origin. b. is not significantly influenced by psychological factors. *c. is related to elevated prostaglandin levels. d. is especially severe in women as they approach menopause. Page 113 4-18. Your textbook notes that there is a correlation between a woman’s tendency to be anxious and the amount of menstrual pain that she reports. What conclusion should you draw from this information? a. Women who are anxious are more likely to exaggerate the amount of menstrual pain that they experience, in comparison to women who are low in anxiety. b. Women who experience a high level of menstrual pain are likely to become more anxious than other women. c. There must be some other variable that can explain this relationship, rather than a direct correlation between anxiety and menstrual pain. *d. Women who are low in anxiety are likely to experience a low amount of menstrual pain. Page 113 4-19. According to the discussion of menstrual pain, there is a correlation between a woman’s anxiety level and the degree of menstrual pain. Based on this statement, we can conclude that a. women who are anxious produce more prostaglandins, which directly produce more pain. b. women who are anxious are likely to focus more on their painful cramps, which encourages them to report more pain. c. women who experience menstrual pain are likely to be worried about the pain, so that they become more anxious. *d. women who are above-average in anxiety are also likely to be above- average in menstrual pain. Page 113 4-20. Which of the following young women best summarizes the information on menstrual pain and PMS? a. Lizzie: “Pain, PMS, it’s all just part of what women have to live with every month.” b. Maria: “Although few women experience menstrual pain, most women experience some symptoms of PMS.” *c. Nadja: “Most women experience some menstrual pain, but estimates of the extent of PMS are more controversial.” d. Olivia: “The research finds support for cyclical variation in mood swings, but finds no support for the existence of menstrual pain.” Page 113 4-21. According to the discussion of the premenstrual syndrome, this problem a. is strongest in the first few days after menstrual flow has begun. *b. may involve depression and irritability. c. can be completely avoided by the proper diet. a. because there is no evidence for PMS, the best advice is that women should stop worrying about mood swings. b. current research demonstrates that exercise and a sensible diet can significantly reduce PMS. *c. women who are worried about PMS should keep records to see if tension Page 117 and anxiety actually do show an increase and decrease throughout their menstrual cycles. d. women who think they have PMS should urge their health-care providers to prescribe an antidepressant. 4-31. Research has been conducted using the Menstrual Joy Questionnaire, followed by several traditional menstrual symptoms checklists. This research has found that a. almost all women reported completely negative reactions. b. thinking about the positive side to menstruation helped to reduce women’s menstrual pain significantly. *c. women who completed the Menstrual Joy Questionnaire were later more likely to report feelings of well-being and excitement as symptoms of menstruation. d. only women who reported no negative symptoms of menstruation showed evidence of menstrual joy. Pages 118-119 4-32. Menstrual myths and taboos a. are primarily limited to North America. b. have almost completely disappeared in modern-day America. c. are largely positive in cultures outside of mainstream North America. *d. provide additional evidence that women are devalued in many cultures. Pages 118-119 4-33. According to the discussion of menstruation in Chapter 4, *a. menstruation is a relatively invisible topic in North America today. b. when menstruation is discussed in the media, the emphasis is mainly that menstruation is a positive sign of maturity. c. most common terms for menstruation suggest at least partly positive images. d. during the current era, most of the taboos about menstruation have disappeared. Pages 118-119 4-34. The research on cultural attitudes toward menstruation demonstrates that a. many cultures outside North America believe that menstruating women have extraordinary healing powers. *b. North Americans usually avoid discussing menstruation. c. North American advertisements typically emphasize that women should speak more openly about menstruation with both relatives and friends. d. North American magazines for women typically emphasize that menstruation may be inconvenient, but it symbolizes womanhood. Page 120 4-35. During adolescence, the gender differences in self-esteem a. reveal both statistical significance and practical significance throughout adolescence. b. are relatively large for Black females and males. c. are relatively large for females and males who come from well-educated families. *d. are not consistent, and they are not very large. Page 120 4-36. Suppose that your professor says, “A meta-analysis was conducted on gender differences in adolescents’ attitudes toward education.” From that description, you know that the researchers a. asked a large number of experts to provide opinions on the topic. b. counted the number of studies that showed more positive attitudes for females, more positive attitudes for males, or no gender differences. c. tried to see whether attitudes toward education were correlated with the number of years of education the adolescents had achieved. *d. statistically combined the results from a large number of previous studies on the topic. Page 120 4-37. Your text discusses two meta-analyses on adolescents’ self-esteem. These analyses found that a. gender differences are very small throughout the lifespan. *b. gender differences are somewhat larger during late adolescence than during other periods. c. gender differences are large during childhood and adolescence, but small in adulthood. d. surprisingly, the average male scores slightly lower in self-esteem than the average female. Page 120 4-38. According to your text, group comparisons of self-esteem indicate that *a. gender differences in self-esteem are relatively small for Blacks compared to European Americans. b. gender differences are larger for Blacks than for European Americans. c. gender differences are relatively small among lower- and middle-class participants, but somewhat larger among upper-class participants. d. consistent gender differences are found across ethnic groups and social classes. Page 120 4-39. Which of the following statements best summarizes the research on self-esteem? a. Research studies consistently find a drop in females’ self-esteem during adolescence. b. Consistent gender differences are found throughout the lifespan. *c. Gender differences in self-esteem are inconsistent; the differences depend on age, ethnicity, and social class. Page 120 d. Despite the media publicity over this issue, research studies find no gender differences in self-esteem. 4-40. According to the research on self-esteem, a. females’ self-esteem increases as they move through adolescence. b. males have consistently higher self-esteem than females. c. no gender differences have been found in the well-controlled studies. *d. gender differences in self-esteem depend on factors such as age and social class. Page 121 4-41. According to the research on body image and the physical self-concepts of adolescents, *a. concern about body appearance can lead to eating disorders in young women. b. young men receive the same kinds of messages about appearance that young women receive. c. young men and young women are equally concerned about their own physical appearance. d. athletic young women almost never see examples of female athletes in the media, and so they do not understand that women can be competent athletes. Page 122 4-42. According to the section on adolescents’ body image and physical self-concept, a. males and females are equally concerned about their own physical attractiveness. *b. physical appearance is the strongest predictor of self-worth in adolescent females. c. males are more likely than females to have positive self-concepts if they are positive about their physical appearance. d. images of athletic females in the media are even less common than 10 years ago, so that athletic young women typically prefer to have anorexic-looking bodies. Page 122 4-43. Which of the following statements best summarizes the material on adolescents’ body image and physical self-concepts? a. Prior to adulthood, both males and females are generally positive about their bodies. b. Surprisingly, adolescent males show more concern about their physical appearance than do adolescent females. c. Athletic competence is a strong predictor of self-worth in both females and males. *d. In general, adolescent males feel valued for their athletic competence, whereas adolescent females feel valued for their physical appearance. Page 122 4-44. Your textbook includes a section on feminist identity during adolescence. According to this discussion, a. surprisingly, adolescents have more positive attitudes toward feminists than toward non-feminist women. b. You’ve got nothing to worry about. These days, studies no longer find any differences in how males and females are treated in the sciences. *c. Find some gender-fair career guidance and see if you can locate programs for young women interested in science. d. Adolescent females who encounter obstacles are actually more likely than other adolescent females to achieve academic success. Page 129 4-54. According to the research on college enrollments in the United States, a. men still constitute the majority of undergraduates. b. the gender gap for professors is about the same as the gender gap for students. c. the gender gap for Whites is larger than the gender gap for all the other ethnic groups. *d. the data on US citizens show that women now earn about half of the PhD degrees. Pages 129-130 4-55. The term chilly classroom climate refers to situations in which *a. females and males are treated differently in the classroom. b. high-school counselors recommend different classes for males than for females. c. classroom teachers prefer feminine, dependent behavior in the classroom. d. female students harass males more often than male students harass females. Pages 129-130 4-56. What can we conclude about current research on the “chilly classroom climate”? a. The research that has been conducted shows consistent evidence of bias against women. b. Women consistently report that they are well treated in the classroom. *c. current research does not provide compelling evidence for a chilly climate in college classrooms. d. Some research suggests that men often face discrimination in the college classroom. Page 130 4-57. The discussion about higher education and students of color pointed out that *a. tribal colleges offer Native Americans a transition between their native culture and colleges where most students are European American. b. academic achievement is emphasized more for Black males than for Black females. c. most Latina females report that faculty members expect them to do well in college. d. Latina families are more likely than other families to encourage their daughters to enroll in a college that is far from home. Page 131 4-58. Imagine that you are talking with a group of high-school students about their career goals. You are likely to find that a. the young men are more ambitious than the young women. *b. the young women are more likely than the young men to choose a career that is not traditional for their gender. c. the young women are not likely to mention an interest in marriage and children. d. the majority of young women say that they are interested in pursuing a traditionally masculine career. Page 131 4-59. Which of the following statements most accurately summarizes the research on adolescents’ career aspirations? a. Adolescent males are more ambitious about their educational and career plans than adolescent females are. b. Adolescent males are more likely than adolescent females to choose a nontraditional career. *c. Adolescent females are more likely than adolescent males to report that they have gathered appropriate information for their future career. d. Adolescent males are increasingly likely to mention children and child care in their career plans. Page 131 4-60. An adolescent woman who chooses a stereotypically masculine career is likely to a. report a sense of discontent about her high-school years. b. report frequent mood swings. *c. be relatively self-confident about her academic ability. d. report some resentment toward men. Page 131 4-61. A variety of personal attributes are likely to predict an adolescent woman’s choice of a nontraditional career. Which of the following is not one of the attributes mentioned in Chapter 4? a. supportive family b. independence c. assertiveness *d. high interest in romantic relationships Page 133 4-62. According to the research on how adolescents interact with their parents, a. most adolescent males and females report that they disagree with their parents about most important issues. b. males are typically less likely than females to argue with their parents. c. most adolescent males and females feel they have little in common with their parents. *d. most adolescent males and females get along fairly well with their parents. Page 133 4-63. According to the research on the interactions between adolescents and their parents, a. most adolescent females report feeling closer to their fathers, while most adolescent males report feeling closer to their mothers. *b. most female and male adolescents agree with their parents on the major kinds of values. c. most young women report that their parents do not approve of their same-gender friends. d. young women of color typically do not feel that their parents provide emotional support. Page 133 4-64. Chapter 4 discussed several studies on how teenagers feel about their parents. The results of these studies indicate that a. the majority of both females and males report that they frequently argue with their parents. *b. females felt closer to their mothers than to their fathers. c. younger females felt alienated from their parents, but older females felt close to their parents. d. although females agree with their parents on minor issues, they often disagree on major issues like religion and politics. Page 133 4-65. Research on adolescents’ emotions and relationships with their families indicates that a. both males and females report that they disagree with their parents about social values and politics. Page 134 b. adolescent males report more feelings of shame and fear, whereas adolescent females report more sadness. *c. adolescent females are more likely than adolescent males to talk about their emotional experiences. d. both adolescent females and males experience intense emotions and are generally reluctant to express them. 4-66. Which of the following statements best summarizes the research on friendship during adolescence? a. During adolescence, both males and females are establishing independence from their friends. b. Males are more likely than females to get together with their friends. *c. Female friendships may be somewhat more intimate than male friendships, but the differences are not large. d. No gender differences have been reported in the intimacy of adolescent friendships. Page 134 4-67. Which of the following students provides the most accurate summary about gender comparisons in adolescents’ friendships? a. Samantha: “Females have much closer friendship patterns than males do.” *b. Rosalpina: “Females generally emphasize that intimate conversations are very important to them.” c. Jacques: “Females who focus their attention on their friends—rather than themselves—are likely to be very well adjusted during early adulthood.” d. Michael: “Contrary to popular opinion, the research shows virtually no gender differences in relationships with friends.” Page 134 b. most of the studies on adolescents’ sexual orientation have been conducted with females, rather than males. *c. most young lesbians and bisexual women say that they are happy about their sexual orientation. d. contrary to popular opinion, adolescent lesbians actually discuss their sexual orientation with their fathers before they discuss it with their mothers. CHAPTER 5 Gender Comparisons in Cognitive Abilities and Attitudes About Achievement Pages 144-146 5-1. The discussion about research on cognitive abilities (Chapter 5) emphasized that a. gender differences tend to be consistent across different situations. *b. frequency distributions typically show a large overlap between the scores of males and females. c. the size of the difference between the average score for males and the average score for females is typically larger than the size of the difference among all the scores for females. d. in general, differences within each gender for cognitive abilities are smaller than they are with social characteristics. Page 145 5-2. One important point discussed at the beginning of Chapter 5 is that females and males typically have overlapping distributions for their scores on cognitive tests. Which of the following statements is not a reasonable conclusion from this finding? a. Many males and females receive similar scores. b. You can often find a male-female pair whose scores are the reverse of the general trend. *c. The samples are likely to be biased. d. The variability within each group is usually larger than the size of the gender difference. Page 145 5-3. According to the discussion at the beginning of the section on gender comparisons in cognitive abilities, there is usually a large overlap in the distribution of females’ and males’ scores. An important implication of this finding is that a. on most tests, most men score higher than most women. b. researchers’ expectations probably caused the overlap. c. men’s scores are more variable than women’s scores. *d. many men and women will receive similar scores. Pages 145-146 5-4. Suppose that researchers have tested a group of high school students on a cognitive task, using well-controlled conditions. Then they created graphs for the scores of the males and females, and they found that the two graphs had only a small overlap. Which of the following conclusions would be most likely? a. One of the two groups must have greater variability. b. The researchers probably selected biased samples. *c. The two genders probably differ in their skill on this task. d. The researchers’ findings are consistent with the results of other studies, where there are substantial gender differences on cognitive tasks. Pages 145-146 5-5. Suppose that some researchers conduct a study about cognitive abilities, and they find a relatively large gender difference. From this information, you would expect to find that *a. the overlap in the frequency distributions for males and females will be relatively small. b. the gender difference is likely to be biologically based (e.g., caused by hormonal differences). c. the same results are likely to be obtained if the study is conducted in a different social setting. d. the same results are likely to be obtained if the study is conducted with participants who are either older or younger. Page 147 5-6. As the section on cognitive abilities notes, about 7% of males and 3% of females may have spatial ability scores in the top 5% of the population. One implication that we can draw from this information is that a. gender differences in this area are very large. *b. this gender difference cannot fully explain why women in engineering are relatively rare. c. the variability in scores within each gender is very large. d. the samples of students taking these tests are probably biased. Page 147 5-7. Suppose you read a psychology article, and the introduction informs you that the article will take a box-score approach to reviewing the research on some aspect of gender comparisons. You would expect that the authors of the article will a. list the pros and cons of different interpretations of the data. *b. decide whether the overall difference is large, based on a tally of the outcomes of many previous studies. c. use a statistical method to integrate the available studies in that area. d. describe a statistical analysis similar to a correlation coefficient. Pages 147-148 5-8. Suppose you read a psychology article, and the introduction informs you that the article will use a meta-analysis to review the research in a particular field. You would expect that the authors of the article will a. describe the history of research in that area. b. decide whether the overall difference is significant, based on a tally of the previous research. *c. use a statistical method to integrate the results from the appropriate studies in that area. d. describe a statistical analysis similar to a correlation coefficient. Page 148 5-9. Your instructor is describing a meta-analysis on gender differences in nonverbal behavior. She mentions that the results indicated an effect size of .50. Based on this information you would conclude that a. half of the studies found a statistically significant difference, but the other half did not. b. the mean for females was .50 units different from the mean for males. *c. gender has a moderate effect on the measures of nonverbal behavior. d. the study found large gender differences in nonverbal behavior. Page 148 5-10. Imagine that you are attending a lecture on gender comparisons in college students’ reading comprehension. The speaker says, “The effect size for this kind of readingcomprehension test was 0.15.” You would conclude that a. this gender difference is larger than the gender difference in height. b. a box-score approach would have provided more useful information. c. the probability of finding a difference this large is about 15%. *d. the gender difference is not large enough to have an influence on people’s career choices. Page 149 5-11. According to the research about gender comparisons in general cognitive ability, a. when people construct the tests that measure general intelligence, they intentionally include questions that favor males. b. females typically show greater variability than males on cognitive tasks. c. males typically perform much better on tasks of general knowledge, such as history or geography. *d. there are no systematic gender differences in the ability to perform two tasks at the same time. Page 149 5-12. The research on complex cognitive tasks shows that *a. females and males are similar in their ability to solve complex problems. b. males typically earn significantly higher scores than females on tests that measure creativity. c. females earn higher scores on tasks that require cooperation, whereas males earn higher scores on tasks that involve competition. d. males perform significantly faster than females on tasks that require forming concepts. Page 149 a. boys will receive significantly higher scores. *b. boys and girls will receive fairly similar scores. c. girls will do better on math concepts, whereas the boys will do better on math calculations. d. scores of the girls will be more variable than the scores of the boys. Pages 153-155 5-22. What can we conclude about studies on gender comparisons in mathematics ability? a. No statistically significant gender differences have been found in this area. b. Gender differences in mathematics ability probably can be traced to gender differences in brain lateralization. c. At present, gender differences in mathematics can probably be explained by either a hormonal or a genetic factor. *d. Some math tests show gender differences, but there are no large overall gender differences. Page 154 5-23. On which of the following measures of math ability would you expect to find a gender difference favoring females? a. the math portion of the SAT b. standardized math tests other than the SAT c. a test in trigonometry, in which the items focus on spatial relationships *d. grades in math classes Page 154 5-24. What can we conclude about the grades that males and females receive in mathematics courses? a. Girls receive higher grades than boys up through sixth grade, but older boys receive higher grades than do older girls. b. No consistent gender differences have been reported in math grades. *c. With some consistency, girls receive higher grades. d. With some consistency, boys receive higher grades. Page 155 5-25. Suppose a professor is discussing a personality test that was designed to test optimism. She says that the test has high validity. From this statement, you know that a. people who get a low score one week are likely to get a high score the next week. b. there are significant gender differences on this test. c. individual differences in optimism can be explained by factors such as hormones and brain structures. *d. the test predicts how optimistic people are, using some other measure of optimism. Page 155 5-26. Which of the following students provides the most accurate information about the term validity? a. Molly: “Validity measures the size of the gender difference on some task.” b. Yuka: “Validity measures whether people earn the same score when they take the same test on two separate occasions.” *c. Luke: “Validity means that a test measures what it is supposed to measure.” d. Bella: “Validity means that the testing situation was approximately the same for every person who takes the test.” Page 155 5-27. Chapter 5 pointed out that the SAT has a problem with validity. Why is this issue relevant for the psychology of women? a. The SAT is not correlated with their grades in middle school. b. The scores predict that women will score higher in math courses than in English courses, yet they actually score higher in English. *c. Women actually receive higher math grades than men do in college, yet their math SAT scores are lower. d. The SAT math scores are valid, but the SAT verbal scores are not. Page 155 5-28. Your roommate Alex is reading the paper and suddenly exclaims, “See, I knew women weren’t as good as men at math. This article says that women score more than 30 points lower than men on the math SAT.” Based on the material in your text, your best response would be: a. “That can be explained by the fact that more men than women take the test.” b. “The test doesn’t really measure the ability to solve math problems, but it does accurately predict performance in college math courses.” *c. “Women may score lower, but the test underpredicts their grades in college math courses.” d. “The gender differences are not statistically significant, because the sample size is so large.” Page 155 5-29. In which of the following cognitive areas are gender differences the largest? a. verbal ability *b. spatial ability c. mathematics ability d. problem-solving ability Page 155 5-30. In which of the following cognitive skills are statistically significant gender differences most likely to be found? a. general intelligence b. problem-solving ability *c. spatial ability d. concept formation Pages 155-157 5-31. According to the discussion of spatial visualization, a meta-analysis of the research reported an effect size of 0.19, favoring males. From this information, you can conclude that a. the average male performed 19% better than the average female. b. the gender difference is probably due to biological explanations. c. the gender difference is large enough to explain why more men than women select professions in engineering. *d. the gender difference is small on spatial visualization tasks. Pages 156-157 5-32. Suppose that you are hanging a rectangular picture on a large white wall. The wall has no markings and no other pictures to help you hang the picture in a straight orientation, rather than being tilted. Which measure of spatial ability would be assessed in this task? a. spatial visualization *b. spatial perception c. mental rotation d. mental imagery Pages 155-158 5-33. On which of the following spatial abilities are the gender differences likely to be the largest? a. finding figures that are concealed in a sketch of a city b. mental imagery for a visual scene *c. figuring out whether a piece of a jigsaw puzzle would fit into the puzzle if the piece were turned sideways d. figuring out whether an illuminated ruler is in an exactly horizontal position in a darkened room Pages 155-158 5-34. On which of the following spatial abilities are the gender differences likely to be the largest? a. reading a map b. finding hidden letters in a complex painting *c. imagining what a geometric design would look like if it were turned upside down d. visualizing where the true horizontal would be located if you were seated in a completely dark room Pages 157-158 5-35. According to the discussion of gender comparisons on a mental-rotation task, a. the gender differences in this area are very large, and no study has yet reported gender similarities. b. the meta-analyses in this area usually show small effect sizes. *c. the gender differences are typically larger on mental-rotation tasks than on other kinds of spatial tasks. d. the instructions given to the participants have little effect on their performance. b. In females, language tasks are handled almost exclusively by the right hemisphere; in males, language tasks are handled almost exclusively by the left hemisphere. c. People whose brains show more clear-cut lateralization perform consistently better on both verbal and spatial tasks. *d. We do not have clear-cut evidence that males show more lateralization than females do. Pages 160-161 5-45. What can we conclude about explanations for the gender differences in mathematics ability? a. The most probable explanation seems to focus on brain lateralization. *b. Some of the gender differences can be explained by the fact that males have more math- related experiences outside school. c. Socialization does not seem to be a critical factor in explaining gender differences in mathematics ability. d. In early grade school, teachers have higher expectations for females than for males in the area of mathematics. Pages 160-161 5-46. Which of the following students provides the best summary of the relationship between experience and cognitive ability? a. Ada: “Although boys may spend more time playing math and spatial games outside of school, girls actually have more experience with computers in the classroom.” b. Emmy: “Even though boys and girls complete the same number of math courses, girls are shown more often in the textbooks.” c. Hypatia: “Boys take more math courses than girls, but girls play more games involving numbers and spatial skills.” *d. Sofia: “Parents spend more time explaining science and math to boys than to girls.” Pages 160-161 5-47. Suppose that you have a friend who teaches high-school mathematics. If this teacher were to question the students in these classes, it would be likely that *a. the females would say that their parents spend longer talking about science with their brothers, rather than them. b. the females who receive top scores are likely to be fairly feminine. c. males and females would be similar in their attitudes about math. d. the males would be somewhat more careful and cautious when they take a math test. Pages 161-162 5-48. Which of the following is the best explanation of how attitudes may influence gender differences on cognitive tasks? a. Children tend to react against their parents’ stereotypes, especially during adolescence, so girls become overconfident about their math ability. *b. Boys perceive themselves as being more competent than girls, as far as math ability, so this self-confidence can improve their performance. c. Boys react more strongly when they experience stereotype threat, and so they frequently provide a quick answer that is incorrect. d. Because boys are more impulsive than girls, they are less likely to develop negative attitudes about cognitive tasks. Pages 161-162 5-49. According to Chapter 5, stereotype threat is likely to affect students’ performance when a. a person of the other gender is taking a test at the same time. b. a message is processed by the left hemisphere, rather than the right hemisphere. c. a threatening message is presented through a sound system, rather than in person. *d. people are reminded that they belong to a group that does not do well on the task they are attempting. Page 162 5-50. If you were a high-school guidance counselor, what would you conclude after reading the section on cognitive abilities? a. Only the most outstanding females should be encouraged to go into fields such as engineering and mathematics. *b. Although females may score lower on some tasks requiring spatial ability, most males and females receive similar scores. c. Although males score lower than females on many standardized math tests, they actually earn higher grades in classes. d. Only the most outstanding males should be encouraged to go into fields requiring verbal skill. Page 163 5-51. A person who enjoys accomplishing tasks very competently is high in a. extrinsic motivation. b. fear of failure. *c. achievement motivation. d. attributions for success. Page 163 5-52. Suppose that you know a woman who is an executive, and she says, “I don’t think there are enough women who are really motivated to achieve.” How would you respond? a. “You are partly correct; females earn lower scores than males do on tests of achievement motivation.” b. “You are partly correct, because the number of female college graduates is still somewhat less than the number of male college graduates.” c. “You are incorrect, because females are now actually higher than males in selfconfidence.” *d. “You are incorrect, because females spend more time studying than males, and they earn higher grades.” Page 164 5-53. A school psychologist presents you with a picture of several people seated around a conference table and asks you to create a story about the picture. The psychologist is most likely measuring your *a. achievement motivation. b. self-confidence. c. spatial perception. d. verbal ability. Page 164 5-54. What can we conclude about gender differences in achievement motivation? a. Men are somewhat higher in achievement motivation, across a variety of conditions. *b. There are no substantial gender differences. c. Men are higher in achievement motivation on practical tasks, whereas women are higher on academic tasks. d. Girls are higher than boys in achievement motivation, but men are higher than women in this area. Page 164 5-55. Suppose that you are teaching high school, and your students were tested with a task that required them to create a story based on a drawing. What would you expect about the achievement motivation of the students in your class? a. The males would have higher achievement motivation than the females. b. The females would appear to have higher achievement motivation, but it could be traced to their interest in pleasing other people. *c. There would be no substantial gender differences. d.The females would show much greater variability in achievement motivation than the males, but the averages would be similar. Page 164 5-56. Suppose that you take a variety of tests to measure various aspects of your motivation style. Your results show that you are high in intrinsic motivation , which means that *a. you like to work on a task because it is interesting. b. you really enjoy getting a high score on examinations. c. you are concerned that your high score will make you less popular with other people. d. you are primarily concerned that you will fail on an important task. Page 164 5-57. In her spare time, Daniella likes to work on crossword puzzles, simply because she enjoys these puzzles. Apparently, Daniella’s motivation on these crossword puzzles can be labeled *a. intrinsic motivation. b. stereotype threat. c. fear of failure. d. achievement motivation. 5-68. Chapter 5 described a study in which bank employees received either positive or negative comments from a supervisor. The results of this study showed that *a. women were more responsive to the feedback than men were. b. men were more responsive to the feedback than women were. c. women were more likely to believe positive comments, but men were more likely to believe negative comments. d. there were no gender differences in responsiveness to these comments. Pages 167-168 5-69. In Chapter 5, you tried a demonstration that focused on the definitions of success, as provided by highly successful people. The results of the study showed that a. men were much more likely than women to emphasize that a high salary was the most important measure of success. b. women were much more likely than men to emphasize that they enjoy helping staff members to develop their own unique strengths. *c. women were somewhat more likely than men to describe a balance between personal relationships and achievement as a professional. d. men and women responded very similarly in this study. Pages 168-169 5-70. What can we conclude about the way in which women and men explain why they were successful on a task? a. Men are consistently more likely than women to say that their success is due to their ability. b. Men are consistently more likely than women to say that their success is due to hard work. *c. Overall, there are no consistent gender differences in these attributions. d. Men are consistently more likely than women to blame their failures on lack of hard work. Pages 168-169 5-71. Your best friends—one female and one male—have just made the dean’s list at your college. If both are typical of their genders, how would they explain their success to themselves? a. The male would be more likely to think it was just luck. b. The male will be more likely to think that he really worked hard. c. The female will be more likely to think that her instructors just happened to like her this semester. *d. These two people probably will not differ substantially in their thoughts about their reasons for success. Page 169 5-72. Which of the following students provides the most accurate summary of the research on people’s attributions for their own success? *a. Ned: “If we look only at adults who are older than 25, men are more likely than women to attribute their success to their high ability.” b. Diane: “When working on gender-neutral tasks, men are more likely than women to attribute their success to their high ability.” c. Sylvan: “When people provide their judgments in private, men are more likely than women to attribute their success to their high ability.” d. Nadia: “Actually, no gender differences have been reported in this area.” Page 169 5-73. Suppose that college students are asked to state out loud in a group why they think that they did so well on the last exam in organic chemistry. What might you expect to find with respect to gender comparisons? a. Females would be somewhat more likely to attribute their success to high ability. b. Males would be somewhat more likely to attribute their success to hard work. *c. Males would be somewhat more likely to attribute their success to high ability. d. There would be no gender differences in attribution patterns. Page 169 5-74. In which of the following conditions would you expect to find the largest gender differences in people’s explanations for their own success? a. when the women are high in achievement motivation b. when judgments are made in private c. when the women are nontraditional *d. when performing a task that is stereotypically masculine Page 169 5-75. In which of the following situations would you expect to find the greatest gender similarities in self-attribution patterns? a. when other people are present *b. when testing adolescents c. when women are low in achievement motivation d. on a task that is typically considered to be masculine Page 169 5-76. After considering the research about gender comparisons in motivation, which of the following statements is most accurate? a. Gender differences are relatively large in achievement motivation. *b. Men and women give similar explanations for their success on a task. c. Men and women are similar in their levels of self-confidence. d. Gender differences in motivation explain a large portion of the gender differences in the workplace.