A) Differences in brain structure cause significant IQ gaps.
B) They do not necessarily relate to differences in intellect.
C) They directly determine IQ differences.
D) Larger brain volume proves higher intelligence.

A) Women have significantly higher IQs.
B) Men have significantly higher IQs.
C) Men and women have equal IQs.
D) IQ differences correlate strongly with brain size.

A) Only the frontal lobe.
B) Frontal and parietal lobes.
C) Occipital and parietal lobes.
D) Broca's area and temporal lobes.

A) Parietal and occipital lobes.
B) Frontal lobe and Broca's area.
C) Only the parietal lobe.
D) Frontal and temporal lobes.

A) Greater neuronal efficiency.
B) Higher white matter integrity.
C) Increased brain volume in the occipital lobe.
D) Cortical thickness, complexity, and surface area.

A) 6 percent.
B) 15 percent.
C) 50 percent.
D) 1 percent.

A) 5 percent.
B) 12 percent.
C) 8 percent.
D) 20 percent.

A) Brain size is a reliable predictor of IQ.
B) It is not warranted to interpret brain size as an isomorphic proxy for intelligence.
C) Brain size accounts for the majority of IQ variance.
D) There is a strong correlation between brain size and IQ test performance.

A) Males perform better in spatial processing only.
B) Significant differences in all categories.
C) Females perform better in verbal processing only.
D) No difference in overall abilities.

A) Differences in neuroanatomy.
B) Gender inequality in social roles.
C) Genetic predisposition.
D) Differences in total brain volume.

A) Both as a result of school instruction only.
B) Both as natural skills.
C) Son's as natural skill; daughter's as hard work.
D) Daughter's as natural skill; son's as hard work.

A) Math performance is entirely dependent on gender.
B) Girls perform significantly better than boys.
C) Girls perform as well as boys.
D) Girls significantly underperform compared to boys.

A) The gap has widened.
B) The gap has remained constant.
C) The gap has disappeared entirely.
D) The gap has shrunk.

A) 39.5 percent.
B) 50 percent.
C) 75 percent.
D) 10 percent.

A) Significant advantages for females.
B) Increasingly diverging capabilities.
C) Significant advantages for males.
D) No statistically significant differences.

A) A factor implicated in performance differences on some tests.
B) A biological trait determining math ability.
C) A method to improve standardized testing.
D) A formal curriculum requirement.

A) There was no difference whatsoever.
B) Females significantly outperformed males.
C) Males outperformed females in all age groups.
D) A small difference favoring males existed in high school.

A) Vocabulary
B) Mental rotation of objects
C) Reading comprehension
D) Speech production

A) Visual-spatial reasoning
B) Essay writing
C) Working memory capacity
D) Inductive reasoning

A) The type of testing used varies.
B) Researchers are biased.
C) The sample sizes are always too small.
D) The definition of gender changes over time.

A) Spatial perception
B) Working memory
C) Processing speed
D) Inductive reasoning

A) Associative memory
B) Quantitative reasoning
C) Perceptual speed
D) Reading comprehension

A) Spatial visualisation
B) General knowledge
C) Quantitative reasoning
D) Reading comprehension

A) 1.34
B) 0.88
C) 1.07
D) 1.50

A) Significantly higher in males
B) Completely identical
C) Significantly higher in females
D) Nearly equivalent

A) 28%
B) 5%
C) 40%
D) 15%

A) Spatial location memory
B) Horizontal assessment
C) Judgment of line angles
D) Fine-grained metric positional reconstruction

A) Genetic mutations specific to one sex.
B) Androgen exposure at a different life stage like mini-puberty or different socialization.
C) Schooling environments alone.
D) Dietary differences in childhood.

A) Females
B) Males
C) There was no difference
D) Results were inconclusive

A) Leta Hollingworth
B) William A. Hammond
C) Lewis Terman
D) Helen H. Gardener