A) They directly determine IQ differences. B) Larger brain volume proves higher intelligence. C) Differences in brain structure cause significant IQ gaps. D) They do not necessarily relate to differences in intellect.
A) Men have significantly higher IQs. B) IQ differences correlate strongly with brain size. C) Women have significantly higher IQs. D) Men and women have equal IQs.
A) Only the frontal lobe. B) Occipital and parietal lobes. C) Broca's area and temporal lobes. D) Frontal and parietal lobes.
A) Parietal and occipital lobes. B) Only the parietal lobe. C) Frontal lobe and Broca's area. D) Frontal and temporal lobes.
A) Higher white matter integrity. B) Greater neuronal efficiency. C) Cortical thickness, complexity, and surface area. D) Increased brain volume in the occipital lobe.
A) 6 percent. B) 1 percent. C) 50 percent. D) 15 percent.
A) 12 percent. B) 5 percent. C) 8 percent. D) 20 percent.
A) It is not warranted to interpret brain size as an isomorphic proxy for intelligence. B) There is a strong correlation between brain size and IQ test performance. C) Brain size is a reliable predictor of IQ. D) Brain size accounts for the majority of IQ variance.
A) Males perform better in spatial processing only. B) Females perform better in verbal processing only. C) Significant differences in all categories. D) No difference in overall abilities.
A) Genetic predisposition. B) Differences in total brain volume. C) Gender inequality in social roles. D) Differences in neuroanatomy.
A) Both as a result of school instruction only. B) Both as natural skills. C) Daughter's as natural skill; son's as hard work. D) Son's as natural skill; daughter's as hard work.
A) Math performance is entirely dependent on gender. B) Girls perform as well as boys. C) Girls significantly underperform compared to boys. D) Girls perform significantly better than boys.
A) The gap has disappeared entirely. B) The gap has widened. C) The gap has shrunk. D) The gap has remained constant.
A) 50 percent. B) 75 percent. C) 10 percent. D) 39.5 percent.
A) Increasingly diverging capabilities. B) Significant advantages for females. C) Significant advantages for males. D) No statistically significant differences.
A) A biological trait determining math ability. B) A formal curriculum requirement. C) A method to improve standardized testing. D) A factor implicated in performance differences on some tests.
A) Females significantly outperformed males. B) There was no difference whatsoever. C) Males outperformed females in all age groups. D) A small difference favoring males existed in high school.
A) Mental rotation of objects B) Speech production C) Vocabulary D) Reading comprehension
A) Inductive reasoning B) Visual-spatial reasoning C) Working memory capacity D) Essay writing
A) The type of testing used varies. B) The definition of gender changes over time. C) Researchers are biased. D) The sample sizes are always too small.
A) Processing speed B) Spatial perception C) Inductive reasoning D) Working memory
A) Associative memory B) Perceptual speed C) Quantitative reasoning D) Reading comprehension
A) Spatial visualisation B) General knowledge C) Quantitative reasoning D) Reading comprehension
A) 1.50 B) 1.34 C) 1.07 D) 0.88
A) Nearly equivalent B) Completely identical C) Significantly higher in males D) Significantly higher in females
A) 15% B) 5% C) 40% D) 28%
A) Fine-grained metric positional reconstruction B) Judgment of line angles C) Horizontal assessment D) Spatial location memory
A) Androgen exposure at a different life stage like mini-puberty or different socialization. B) Dietary differences in childhood. C) Genetic mutations specific to one sex. D) Schooling environments alone.
A) Males B) There was no difference C) Females D) Results were inconclusive
A) William A. Hammond B) Helen H. Gardener C) Leta Hollingworth D) Lewis Terman |