ArticlePDF Available

Abstract

Located 165 studies that reported data on gender differences in verbal ability. The weighted mean effect size was +0.11, indicating a slight female superiority in performance. The difference is so small that we argue that gender differences in verbal ability no longer exist. Analysis of tests requiring different cognitive processes involved in verbal ability yielded no evidence of substantial gender differences in any aspect of processing. Similarly, an analysis of age indicated no striking changes in the magnitude of gender differences at different ages, countering Maccoby and Jacklin's (1974) conclusion that gender differences in verbal ability emerge around age 11 yrs. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... The episodic memory tasks in which women have excelled include word recall (e.g., Kramer, Delis, & Daniel, 1988), word recognition (e.g., Hill et al., 1995), story recall (e.g., Hultsch, Masson, & Small, 1991;Zelinski, Gilewski, & Schaie, 1993), name recognition (e.g., Larabee & Crook, 1993), and concrete picture recall and recognition (Herlitz, Airaksinen, & Nordstrom, 1999). Higher performance by women on episodic memory tasks with a verbal component could be a result of the female advantage seen in verbal abilities, and especially in verbal production tasks (Hyde & Linn, 1988), rather than a true advantage in episodic memory. However, the few studies investigating the impact of verbal fluency on episodic memory tasks have found only partial support for this hypothesis because sex differences in verbal episodic memory tasks remain after controlling for verbal fluency (Herlitz et al., 1997(Herlitz et al., , 1999. ...
... The total number of words generated served as the dependent variable. Women typically perform at a higher level than men in this task (Hyde & Linn, 1988). ...
... There was no time constraint on this task. Men typically perform at a higher level than women on tasks assessing spatial perception, such as this task and the water-level multiple-choice task (Hyde & Linn, 1988). ...
Article
Full-text available
Sex differences favoring women have been found in a number of studies of episodic memory. This study examined sex differences in verbal, nonverbal, and visuospatial episodic memory tasks. Results showed that although women performed at a higher level on a composite verbal and nonverbal episodic memory score, men performed at a higher level on a composite score of episodic memory tasks requiring visuospatial processing. Thus, men can use their superior visuospatial abilities to excel in highly visuospatial episodic memory tasks, whereas women seem to excel in episodic memory tasks in which a verbalization of the material is possible.
... Due to the limited amount of research focusing on sex differences in episodic memory, very few explanations of the female advantage have been proposed. Because the bulk of relevant research has involved verbal material, it has been suggested that the advantage women have over men on episodic memory tasks may be specific to verbal material (Berenbaum et al., 1997;Herlitz et al., 1997) and, thus, result from the higher verbal ability typically found in women (Halpern, 1992(Halpern, , 1997Hyde & Linn, 1988). Following this reasoning, men would be expected to outperform women on visuospatial episodic memory tasks, given their higher performance on visuospatial tasks (Halpern, 1997;Linn & Petersen, 1986). ...
... One explanation for this finding could be that free recall, in contrast to recognition, requires production of verbal material, which is a task in which women excel. A meta-analysis conducted by Hyde and Linn (1988) demonstrated that the overall sex difference in verbal ability to a large extent is a result of differences in verbal production tasks. Thus, a female advantage in the production of verbal material could explain why the largest sex difference in the present study was found in free recall of concrete pictures. ...
... We replicated previous findings of sex differences on the fluency task (Herlitz et al., 1997;Hyde & Linn, 1988), the synonym task (Hultsch et al., 1992), and the mental rotation task (Linn & Petersen, 1986;McBurney, Gaulin, Devineni, & Adams, 1997), and the sizes of the differences were of the expected magnitudes. However, in contrast to expectations, there were no sex differences on the anagram task or the water level task. ...
Article
Full-text available
The impact of verbal and visuospatial ability on sex differences in episodic memory was investigated. One hundred men and 100 women, 20–40 years old, participated in a series of verbal and visuospatial tasks. Episodic memory was assessed in tasks that, to a greater or lesser extent, were verbal or visuospatial in nature. Results showed that women excelled in verbal production tasks and that men performed at a superior level on a mental rotation task. In addition, women tended to perform at a higher level than men on most episodic memory tasks. Taken together, the results demonstrated that (a) women perform at a higher level than men on most verbal episodic memory tasks and on some episodic memory tasks with a visuospatial component, and (b) women's higher performance on episodic memory tasks cannot fully be explained by their superior performance on verbal production tasks.
... Relative to boys and men, girls and women have advantages for many basic language skills, including the length and quality of utterances; the ease and speed of articulating complex words; the ability to generate strings of words; the ease of word learning and speed of retrieving individual words from long-term memory; and skill at remembering and discriminating basic language sounds (Asperholm et al., 2019b;Hampson, 1990;Hyde and Linn, 1988;Majeres, 2007;Pauls et al., 2013). Women also process the prosody (e.g., speech rhythm, emotional tone) of language more quickly and with less allocation of attention than do men (Schirmer et al., 2005). ...
... Women also process the prosody (e.g., speech rhythm, emotional tone) of language more quickly and with less allocation of attention than do men (Schirmer et al., 2005). These differences range from smalld2 out of 3 women outperform the average man in speed of retrieving and articulating related words (Hyde and Linn, 1988;Pauls et al., 2013)dto largedone study found that 9 out of 10 women outperformed the average man in the ability to discriminate basic language sounds (Block et al., 1989). ...
... The effect sizes of these idea differences are small, and the KI score for gender is not significantly different. This aligns with the previous research showing that women compared to men, have slightly better performance on verbal tasks (Hyde & Linn, 1988) and that differences between genders in science are small and declining (Linn & Hyde, 1989). ...
Conference Paper
Full-text available
We explored how Natural Language Processing (NLP) adaptive dialogs that are designed following Knowledge Integration (KI) pedagogy elicit rich student ideas about thermodynamics and contribute to productive revision. We analyzed how 619 6-8th graders interacted with two rounds of adaptive dialog on an end-of-year inventory. The adaptive dialog significantly improved students' KI levels. Their revised explanations are more integrated across all grades, genders, and prior thermodynamics experiences. The dialog elicited many additional ideas, including normative ideas and vague reasoning. In the first round, students refined their explanation to focus on their normative ideas. In the second round they began to elaborate their reasoning and add new normative ideas. Students added more mechanistic ideas about conductivity, equilibrium, and the distinction between how an object feels and its temperature after the dialog. Thus, adaptive dialogs are a promising tool for scaffolding science sense-making.
... Verbal fluency tasks assess the ability to generate verbal information (Patterson, 2011). Although it is debated (e. g., Hyde and Linn, 1988;Wallentin, 2009), recent meta-analyses showed robust advantages in women compared to men in narrative-writing fluency (Schultheiss et al., 2021) and phonemic verbal fluency (Hirnstein et al., 2022). Though a detrimental effect of testosterone has been put forth to explain these findings (O'Connor et al., 2001;Van Goozen et al., 1995;Wolf et al., 2000), this female-dominant advantage has mostly been attributed to estradiol (Hampson, 1990;Maki et al., 2002;Schultheiss et al., 2021), but not consistently (Scheuringer et al., 2017;Schultheiss and Zimni, 2015). ...
... Research on rat populations shows how oxytocin is released more in female rats than male rats and this promotes affiliative or cooperative behaviours when in a group (Brown & Grunberg, 1995) however, this should not be confused with the idea that sex is consciously used for forming alliances or rivalries. Further, it should be noted that although there many studies to support the idea that men and women display differences in terms of cooperation and conflict, there are situations where sex differences are not as robust, such as verbal abilities (e.g., Hyde & Linn, 1988). This does not refute the idea of evolved sex differences, instead it provides evidence that our evolved mechanisms are flexible based on an individual's environment. ...
Article
Full-text available
A review of the book The war of the sexes: how conflict and cooperaton have shaped men and women from prehistory to the present by Paul Seabright (2012).
... The ability to read and understand written material allows a solid foundation for learning and also allows successful participation in society (Sporer et al., 2009). Not all students acquire these skills and boys typically lag behind girls in reading skills (Hyde & Linn, 1988;Ma, 2008;Marks, 2008) . ...
Article
Full-text available
Math and English Language Arts (ELA) are two major areas that continue to show gender achievement gaps in U.S. students. Given the importance of peer relations in academic success, the degree of gender integration in classrooms in early elementary school may shift student interest and performance to lessen these gender gaps. We tested the hypothesis that Gender Integration (GI; i.e., when students perceive that boys and girls work cooperatively in a classroom) would positively impact students’ math and ELA-related outcomes. Further, we examined both cognitive and affective processes underlying this hypothesized relation. Participants were 884 3rd to 5th graders (51.1% boys; Mage = 9.04 years, SD = .90; 47.2% White, 37% Latinx). Over the course of an academic year (fall, winter, and spring), we gathered student and teacher data. Path analyses showed that fall GI directly predicted greater spring ELA but not math achievement. Further, academic beliefs significantly mediated math achievement for girls and ELA achievement for boys. Because GI is a malleable condition, the findings highlighted the importance of promoting GI early in students’ educational environments as a way to promote both girls’ and boys’ educational beliefs and achievement.
... In their large meta-analysis with 213 studies, Abdulla et al. (2022) found that female participants outperformed male participants on DT performance, and this effect was more pronounced for verbal DT tasks and the figural DT tasks. Given slight differences in general verbal ability in favor of females (Hyde & Linn, 1988;Petersen, 2018), a spillover effect on verbal divergent thinking tasks can be expected. In an earlier meta-analysis, Thompson (2021) who focused on both creative potential and creative performance also found similar results concerning DT tasks. ...
Preprint
Full-text available
Creativity is highly valued in both education and the workforce, but assessing and developing creativity can be difficult without psychometrically robust and affordable tools. The open-ended nature of creativity assessments has made them difficult to score, expensive, often imprecise, and therefore impractical for school- or district-wide use. To address this challenge, we developed and validated the Measure of Original Thinking for Elementary School (MOTES) in five phases, including the development of the item pool and test instructions, expert validation, cognitive pilots, and validation of the automated scoring and latent test structure. MOTES consists of three game-like computerized activities (Uses, Examples, and Sentences subscales), with eight items in each for a total of 24 items. Using large language modeling techniques, MOTES is scored for originality by our open-access artificial intelligence (AI) platform with a high level of agreement with independent subjective human ratings across all three subscales at the response level (rs = .79, .91, and .85 for Uses, Examples, and Sentences, respectively). Confirmatory factor analyses showed a good fit with three factors corresponding to each game, subsumed under a higher-order originality factor. Internal consistency reliability was strong for both the subscales (H = .82, .85, and .88 for Uses, Examples, and Sentences, respectively) and the higher-order originality factor (H = .89). MOTES scores showed moderate positive correlations with external creative performance indicators as well as academic achievement. The implications of these findings are discussed in relation to the challenges of assessing creativity in schools and research.
... influenced, in a complicated manner, by the presence of circulating gonadal steroidal hormones (Janowsky, Oviatt, & Orwoll, 1994;Nyborg, 1983;VanGoozen, Cohen-Kettenis, & Gooren, 1994). Although a complete review of sex differences in cognition is beyond the scope of this article (for review, see Halpera, 1992;Hampson & Kimura, 1992;Hyde & Linn, 1988;Linn & Petersen, 1985;Maccoby & Jacklin, 1974;Nyborg, 1983;Voyer, Voyer, & Brydcn, 1995), there is a general consensus that adult women, as a population, outperform men on tasks of verbal fluency, manual speed and coordination, and articulation (Hampson & Kimura, 1992;Maccoby & Jacklin, 1974;Tyler, 1965). In contrast, adult men, as a population, have been found to outperform women on visual-spatial tasks that include spatial perception, mental rotation, spatial visualization, and spatial-temporal tasks (Halpern, 1992;Linn & Petersen, 1985;Shute, Pellegrino, Hubert, & Reynolds, 1983;Voyer et al., 1995). ...
Article
Full-text available
This study validated 6 cognitive and motor-skill tasks as sex-sensitive and used them to investigate whether women's performance changed across the menstrual cycle. Three putative female-advantage tasks and 3 putative male-advantage tasks were administered twice, at 6-week intervals, to young college women and men. Counterbalanced for order, women received the tests once during menstruation and once during the midluteal phase. The midluteal phase was determined by projection from day of ovulation, as verified by ovulation detection kits, and by confirmation of subsequent menstruation. Results revealed a significant sex difference for 5 of the 6 tasks. However, there was no evidence that performances differed with menstrual cycle phase. These results from younger women, combined with previous results from older women, may help establish the boundaries for hormonal influences on cognitive and motor-skill behavior.
Article
Full-text available
Previous research has focused on understanding when, why, and how sex differences in creativity occur, as results vary across samples, measures, and methodologies. In the current study we investigated sex differences in creativity among 984 high achieving adolescents in three expertise areas: Sciences, Arts, and Sports. Eight creativity indicators were analyzed: Alternative uses task (AUT) fluency; creative self‐efficacy (CSE); intraindividual strengths (difference between CSE and AUT Fluency); five self‐reported creativity scales: Self/everyday, scholarly, performance, mechanical/scientific, artistic. The results showed negligible sex differences ( = .01), with females performing better in AUT Fluency and males self‐rating their CSE higher. No sex differences were found in self/everyday, scholarly and performance creativity. Males self‐rated their mechanical/scientific creativity ( = .06) higher than females; while females self‐rated their artistic creativity ( = .02) higher in comparison to males. Our results extend the existing literature by finding negligible sex differences in adolescent expert groups. However, some stereotypical differences emerged, for example, females with Sciences expertise rated their mechanical/scientific creativity lower than males with and even without Sciences expertise. Results call for further investigation into the links between sex differences, expertise, and specific creativity domains.
Article
Full-text available
The notion that males are superior to females in performance of spatial tasks has been widely accepted. However, serious problems exist in this area in terms of the generally small size and inconsistency of sex differences, difficulties in individual studies and in two different kinds of reviews of the research, the lack of consensus about definition, and the paucity of evidence that “spatial abilities” is a legitimate construct. Because of these problems, particularly those related to the construct, the conclusion that males are superior is unwarranted. Indeed, the fundamental issue of the legitimacy of the construct is discussed.
Article
Full-text available
Results of 375 controlled evaluations of psychotherapy and counseling were coded and integrated statistically. The findings provide convincing evidence of the efficacy of psychotherapy. On the average, the typical therapy client is better off than 75% of untreated individuals. Few important differences in effectiveness could be established among many quite different types of psychotherapy. More generally, virtually no difference in effectiveness was observed between the class of all behavioral therapies (e.g., systematic desensitization and behavior modification) and the nonbehavioral therapies (e.g., Rogerian, psychodynamic, rational-emotive, and transactional analysis).
Article
The effect of gender on recall of details in stereotypically male-or female-related magazine advertisements was tested. 20 male and 20 female subjects were shown 4 advertisements (2 stereotypically female-related ads and 2 stereotypically male-related ads), one at a time, for 5 sec. each. Each subject was then asked to recall details from each advertisement. Gender differences in verbal ability were determined by administering the Wide Range Vocabulary Test prior to the experiment. The main effect of sex of subject and the interaction of sex of subject and type of advertisement significantly affected the number of details recalled. Females recalled more details over-all. Males recalled more details from the male-related advertisements, while females recalled an equal number of details from both advertisements. The effect of the women's liberation movement on males' and females' recall of the advertisements is discussed. Suggestions are made for advertisers and directions for future research are discussed.