COGNITIVE GENDER DIFFERENCES ARE DISAPPEARING
COGNITIVE GENDER DIFFERENCES ARE DISAPPEARING
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DOI：
10.1037/0003-066x.43.2.95
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发表时间：
1988-02-01
影响因子：
16.4
通讯作者：
FEINGOLD, A
中科院分区：
文献类型：
--
作者：
FEINGOLD, A
认知能力的性别差异是根据1947年至1980年进行的差异能力测试的四项标准化标准和1960年至1983年进行的初步学术能力测试/学术能力测试的四项标准化标准确定的。将标准化性别差异（ds）在考生年级和标准化年份上取平均值，以获得每种能力的平均效应量，并对年级、年份和年级×年趋势的效应量变化进行检验。女孩在语法、拼写和感知速度方面的得分高于男孩；男孩在空间可视化、高中数学和机械能力的测试中有较高的平均值；在口头推理、算术和图形推理的测试中，没有发现平均的性别差异。在调查的这些年里，性别差异急剧下降，在高中阶段，这些差异的增加已经减弱。性别差异消失这一规律的一个重要例外是，有充分证据表明，在过去27年里，高中数学成绩较高水平的性别差距一直保持不变。（PsycINFO数据库记录(c) 2016 APA，版权所有）
Gender differences in cognitive abilities were determined using the norms from the four standardizations of the Differential Aptitude Tests conducted between 1947 and 1980, and from the four standardizations of the Preliminary Scholastic Aptitude Test/Scholastic Aptitude Test conducted between 1960 and 1983. The standardized gender differences (ds) were averaged over grade of examinees and year of standardization to obtain a mean effect size for each ability, and variations among effect sizes were examined for grade, year, and Grade× Year trends. Girls scored higher than boys on scales of grammar, spelling, and perceptual speed; boys had higher means on measures of spatial visualization, high school mathematics, and mechanical aptitude; and no average gender differences were found on tests of verbal reasoning, arithmetic, and figural reasoning. Gender differences declined precipitously over the years surveyed, and the increases in these differences over the high school grades have diminished. The important exception to the rule of vanishing gender differences is that the well-documented gender gap at the upper levels of performance on high school mathematics has remained constant over the past 27 years.(PsycINFO Database Record (c) 2016 APA, all rights reserved)