|
a. Hierarchical thinking |
||
|
b. Sex stereotyping |
||
|
c. Using probalistic logic |
||
|
d. Benevolent sexism |
|
a. Gender role typing |
||
|
b. Gender schema |
||
|
c. Intersexuality |
||
|
d. Androgyny |
|
a. Gender roles |
||
|
b. Sexual identity |
||
|
c. Gender stereotypes |
||
|
d. Gender identity |
|
a. Gender role confusion |
||
|
b. Gender role stereotypes |
||
|
c. Gender acceptance |
||
|
d. Gender sympathy |
|
a. Homophobia |
||
|
b. Klinefelter’s Syndrome |
||
|
c. Gender roles |
||
|
d. Sex expectations |
|
a. Gender |
||
|
b. Sex |
||
|
c. Reductionism |
||
|
d. Culture |
|
a. Gender role theory |
||
|
b. Sex role theory |
||
|
c. Gender identity theory |
||
|
d. Developmental theory |
|
a. Gender |
||
|
b. Sexuality |
||
|
c. Constructivism |
||
|
d. Social determinism |
|
a. Androgens |
||
|
b. Antigens |
||
|
c. Estrogens |
||
|
d. Ovulation |
|
a. A small head and increased height |
||
|
b. Menstrual irregularities |
||
|
c. Early onset of puberty |
||
|
d. Infertility |
|
a. Primary sex characteristics |
||
|
b. Secondary sex characteristics |
||
|
c. Transgender |
||
|
d. Androgyny |
|
a. The presence of at least 2 Y chromosomes |
||
|
b. A Y chromosome with an SRY gene |
||
|
c. The production of H-Y antigen by an autosome |
||
|
d. Both B and C |
|
a. Ovaries |
||
|
b. Placenta |
||
|
c. Seminal vesicles |
||
|
d. Wolffian ducts |
|
a. Androgen |
||
|
b. Estrogen |
||
|
c. SRY gene |
||
|
d. Progesterone |
|
a. Primary sex characteristics |
||
|
b. Secondary sex characteristics |
||
|
c. Natural selection |
||
|
d. Biological determinism |
|
a. Ovaries |
||
|
b. Placenta |
||
|
c. Mullerian ducts |
||
|
d. Wolffian ducts |
|
a. Ovaries |
||
|
b. Placenta |
||
|
c. Seminal vesicles |
||
|
d. Wolffian ducts |
|
a. Adrenogenital syndrome |
||
|
b. Androgen sensitivity |
||
|
c. Estrogen deficiency |
||
|
d. Klinefelter’s syndrome |
|
a. Estrogen |
||
|
b. Testosterone |
||
|
c. H-Y antigen |
||
|
d. Androgen |
|
a. Testosterone |
||
|
b. Estrogen |
||
|
c. SRY gene |
||
|
d. Progesterone |
|
a. Penis |
||
|
b. Testes |
||
|
c. Prostate gland |
||
|
d. Gonads |
|
a. The genetic male has a form of intersexualism in which his genitals are not normally developed. |
||
|
b. The male is born with external female genitalia. |
||
|
c. The male is not born with a vagina. |
||
|
d. At birth, the male’s testes have not descended. |
|
a. It occurs due to the overdevelopment of adrenal glands from birth, which causes production of excess androgen due to the malfunctioning of the adrenal gland. |
||
|
b. It is strongly linked with Klinefelter’s syndrome. |
||
|
c. The excess androgen may create undifferentiated internal genitalia. |
||
|
d. For XX individuals with ovaries, the excess androgen may create male-like external genitalia. |
|
a. The characteristics of this syndrome include low sex drive. |
||
|
b. At puberty, breasts grow and there is a higher risk of dyslexia. |
||
|
c. The syndrome is represented by an extra X chromosome as XXY. |
||
|
d. The syndrome causes congenital adrenal hyperplasia. |
|
a. Transvestite |
||
|
b. Hermaphrodite |
||
|
c. Homosexual |
||
|
d. Sexual sadist |
|
a. Androgen |
||
|
b. Estrogen |
||
|
c. SRY gene |
||
|
d. Progesterone |
|
a. H-Y antigen |
||
|
b. Sex hormones |
||
|
c. SRY gene |
||
|
d. Testosterone |
|
a. Klinefelter’s syndrome |
||
|
b. Turner’s syndrome |
||
|
c. Hermaphroditism |
||
|
d. Sexually dimorphic traits |
|
a. Gender |
||
|
b. Sex |
||
|
c. Hermaphroditism |
||
|
d. Culture |
|
a. Turner’s syndrome |
||
|
b. Klinefelter’s syndrome |
||
|
c. Social construction of gender |
||
|
d. Biological reductionism |
|
a. Klinefelter’s syndrome |
||
|
b. Turner’s syndrome |
||
|
c. Hermaphroditism |
||
|
d. Sexually dimorphic traits |
|
a. Turner’s syndrome |
||
|
b. Klinefelter’s syndrome |
||
|
c. Social construction of gender |
||
|
d. Biological reductionism |
|
a. Androgyny |
||
|
b. Female identity |
||
|
c. A predictor of homosexual orientation |
||
|
d. Sex role identity |
|
a. Transgender |
||
|
b. Transexual |
||
|
c. Transvestite |
||
|
d. Intersexed |
|
a. Identical twins are much more likely to have the same sexual orientation than are fraternal twins. |
||
|
b. Identical twins always show the same sexual orientation. |
||
|
c. Brothers of gay men are not more likely to be gay than are the brothers of heterosexual men. |
||
|
d. There is no genetic component to male homosexuality. |
|
a. Gender role |
||
|
b. Gender schema |
||
|
c. Gender identity disorder |
||
|
d. Gender orientation |
|
a. Heterosexual |
||
|
b. Homosexual |
||
|
c. Intersexed |
||
|
d. Bisexual |
|
a. Gender schema |
||
|
b. Gender identity disorder |
||
|
c. Androgyny |
||
|
d. Gender orientation |
|
a. Bisexuality |
||
|
b. Intersexuality |
||
|
c. Heterosexuality |
||
|
d. Homosexuality |
|
a. Sexual schema |
||
|
b. Sexual role |
||
|
c. Sexual orientation |
||
|
d. Sexual identity |
|
a. Transsexual |
||
|
b. Transgender |
||
|
c. Transvestite |
||
|
d. Androgen insensitivity |
|
a. Intersexuality |
||
|
b. Homosexuality |
||
|
c. Bisexuality |
||
|
d. Androgyny |
|
a. Androgyny |
||
|
b. Intersexed |
||
|
c. Homosexual |
||
|
d. Heterosexual |
|
a. Sexual dimorphism |
||
|
b. The medicalization of sexuality |
||
|
c. Natural selection |
||
|
d. Identity theory |
|
a. Subconscious |
||
|
b. Ego |
||
|
c. Lateralized brain |
||
|
d. Gender role |
|
a. Puberty |
||
|
b. Menopause |
||
|
c. Menstrual cycle |
||
|
d. Congenital adrenal hyperplasia (CAH) |
|
a. Id |
||
|
b. Ego |
||
|
c. Superego |
||
|
d. Narcissism |
|
a. Freudian Psychoanalytic Theory |
||
|
b. Chodorow's Psychoanalytic Theory |
||
|
c. Cognitive-Developmental Theory |
||
|
d. Social Learning Theory |
|
a. Freudian Psychoanalytic Theory |
||
|
b. Chodorow's Psychoanalytic Theory |
||
|
c. Cognitive-Developmental Theory |
||
|
d. Sociobiological Perspectives |
|
a. Castration anxiety |
||
|
b. Sublimation |
||
|
c. Elektra Complex |
||
|
d. Oedipus Complex |
|
a. It contends that gender differences in behavior exist, because women and men are in different life situations. |
||
|
b. It contends that men should be more protective of their children than women, because men need children as their heirs in a patrilineal inheritance system. |
||
|
c. It contends that gender differences in behavior result from a culturally defined, gender-differential pattern of rewards and punishments for various behaviors. |
||
|
d. It contends that the driving force for both women and men is the desire to have their genes reproduced in future generations. |
|
a. Freud's theory of psychosexual development has six stages that occur in the same order for all children. |
||
|
b. Freud’s theory of cognitive-development has ten stages that do not occur in order for all children. |
||
|
c. Freud’s theory of psychosexual development has six stages that do not occur in the same order for all children. |
||
|
d. Freud’s theory of social learning development has four stages that occur in the same order for all children. |
|
a. The Oedipus Complex is resolved at the beginning of the genital stage. |
||
|
b. The oral phase is resolved at the same time as penis envy. |
||
|
c. Castration anxiety occurs during the oral phase. |
||
|
d. The Elektra Complex relates to male gender identity. |
|
a. Depending on how they are used, ego defense mechanisms can be healthy. |
||
|
b. Ego defense mechanisms are always unhealthy. |
||
|
c. Penis envy always has detrimental effects on boys. |
||
|
d. The Oedipal Complex has long lasting detrimental effects on girls. |
|
a. Piaget’s Structural Model is made up of the Id, Ego, and Superego. |
||
|
b. Freud’s Structural Model is made up of the Id, Ego, and Superego. |
||
|
c. Kohlberg’s Structural Model is made up of the Id, Ego, and Superego. |
||
|
d. Gilligan’s Structural Model is made up of the Id, Ego, and Superego. |
|
a. Piaget |
||
|
b. Freud |
||
|
c. Skinner |
||
|
d. Maslow |
|
a. Pre-adolescence |
||
|
b. Menopause |
||
|
c. Preschool age |
||
|
d. Puberty |
|
a. Around the ages of one and three |
||
|
b. Around the ages of four and six |
||
|
c. Around the ages of seven and ten |
||
|
d. Around the ages of eleven and fourteen |
|
a. Postconventional |
||
|
b. Intermediate |
||
|
c. Preconventional |
||
|
d. Permanency |
|
a. 2 |
||
|
b. 7 |
||
|
c. 10 |
||
|
d. 12 |
|
a. Gender identity |
||
|
b. Gender constancy |
||
|
c. Intersexuality |
||
|
d. Sexual preference |
|
a. Gender schematic |
||
|
b. Gender aschematic |
||
|
c. Homosexual |
||
|
d. Heterosexual |
|
a. Freudian psychoanalytic theory |
||
|
b. Chodorow's psychoanalytic theory |
||
|
c. Cognitive-developmental theory |
||
|
d. Social learning theory |
|
a. Teach sons more problem-solving strategies |
||
|
b. Talk to daughters and roughhouse with sons |
||
|
c. Encourage sons to be performance- and task-oriented |
||
|
d. All of the above |
|
a. It differs from Freud’s in that it argues that the gender of the primary caretaker of the child has no influence on how boys and girls develop. |
||
|
b. It argues that girls learn different things than boys as they learn to distinguish self from other. |
||
|
c. It argues that boys are more likely to show feminine personality characteristics than girls are to show masculine personality characteristics. |
||
|
d. It says that women have a stronger desire to have children, because a child would provide them with resolution to penis envy. |
|
a. Gender typicality |
||
|
b. Gender connectedness |
||
|
c. Gender constancy |
||
|
d. Gender empathy |
|
a. Psychoanalytic theory |
||
|
b. Social learning theory |
||
|
c. Moral development theory |
||
|
d. Cognitive development theory |
|
a. Cognitive development theory |
||
|
b. Social learning theory |
||
|
c. Sex traits |
||
|
d. Identity theory |
|
a. Gender typing |
||
|
b. Gender schema |
||
|
c. Intersexuality |
||
|
d. Androgyny |
|
a. Psychoanalytic theory |
||
|
b. Social learning theory |
||
|
c. Moral development theory |
||
|
d. Cognitive development theory |
|
a. Gender roles |
||
|
b. Sex expectations |
||
|
c. Sexually dimorphic traits |
||
|
d. Socialization |
|
a. What seems to be feared is not actually success, but the negative consequences of succeeding in a gender inappropriate situation. |
||
|
b. The differences noted were actually more reflective of well established male–female differences in power motivation. |
||
|
c. Such fear could be interpreted as a motivation, present in women but not in men, to avoid role inappropriate behaviors. |
||
|
d. The average proportion of women showing fear of success was several times larger than that of men. |
|
a. Gender differences in power motivation |
||
|
b. Gender differences in achievement motivation |
||
|
c. Fear of success |
||
|
d. Fear of failure |
|
a. A large difference favoring females on most tasks that require verbal skills |
||
|
b. A moderate difference favoring males for visual spatial tasks requiring rapid mental rotation |
||
|
c. A distribution of males and females in scientific/technical professions proportionate to the gender differences found in cognitive abilities |
||
|
d. A large difference favoring males on mathematical tasks and tasks requiring spatial perception |
||
|
e. All of the above |
|
a. That, economically, women and men place equivalent value on their work |
||
|
b. That, economically, men value money more than women do |
||
|
c. That, economically, women tend to undervalue and/or men tend to overvalue their work |
||
|
d. That, economically, men are not influenced by monetary considerations when deciding how hard to work |
|
a. They attribute their failure to unstable, external factors. |
||
|
b. They attribute their failure to the same types of reasons that women use when explaining their failures. |
||
|
c. They say they failed due to lack of ability. |
||
|
d. They attribute their failure to stable, internal factors. |
|
a. Females tend to outscore males from the age of 4 onward. |
||
|
b. Males tend to outscore females in adolescence. |
||
|
c. There are no gender differences found. |
||
|
d. Females outscore males except when symbolic information must be processed in order to choose a response. |
|
a. That the differences between men and women within cultures or countries are far more dramatic than the differences between cultures or countries |
||
|
b. That these abilities cannot be significantly improved through formal schooling before the 6th or 7th grades |
||
|
c. That these abilities can be improved through specific experience and practice or training |
||
|
d. That these abilities are very resistant to improvement through specific training or courses of study |
|
a. Brain symmetry could be influenced by environmental, genetic, and/or hormonal factors. |
||
|
b. Language exposure may affect lateralization of verbal skills. |
||
|
c. Sensory input, such as reading Braille, can change the brain. |
||
|
d. All of the above |
|
a. Male students tend to believe that female students are as talented as males in mathematics. |
||
|
b. Teachers have generally lower expectations of female students than male students in mathematics. |
||
|
c. Parents, knowing their children’s particular talents, are not affected by gender stereotypes in their expectations for daughters’ and sons’ performance in mathematics. |
||
|
d. Girls are relatively unaffected by their parents’ expectations for their performance in mathematics. |
|
a. Early versions of IQ tests showed fewer gender differences than current overall scores. |
||
|
b. Men are somewhat more logical, and women are somewhat more intuitive. |
||
|
c. Females and males score equally well on all IQ subtests and scales. |
||
|
d. There are no meaningful differences in general intelligence in either childhood or adulthood. |
|
a. Women have better high-frequency hearing than men do. |
||
|
b. Women perceive loud sounds as louder than men do. |
||
|
c. Women are more intolerant of loud sounds. |
||
|
d. All of the above |
|
a. Males do better than females at learning complex tasks. |
||
|
b. Females do better than males at rote learning. |
||
|
c. Memory performance appears to be unrelated to the gender appropriateness of the task. |
||
|
d. There are no gender differences. |
|
a. Exist more strongly in females than males |
||
|
b. Relate to females’ lower self-confidence in learning math |
||
|
c. Relate positively to males’ avoidance of mathematics courses in high school |
||
|
d. All of the above |
|
a. In the unmotivated state, men told stories with more achievement-related imagery than women did. |
||
|
b. In the unmotivated state, most studies found no difference in the amount of achievement-related imagery used by women and men but some studies found that women showed more achievement motivation than men. |
||
|
c. When motivated to perform by being told that their stories reflected their intelligence, women increased the amount of achievement-related imagery in their stories (compared to the unmotivated state), but men did not. |
||
|
d. No gender difference in the amount of achievement related imagery used by women and men in either the motivated or the unmotivated condition. |
|
a. Will is not good at sports and is told he “throws like a girl.” |
||
|
b. Kaylib argues that his daughter should wear dresses more so that people will not think she is a boy. |
||
|
c. Breanna lets her children play with both masculine toys (e.g., trucks) and feminine toys (e.g., dolls) if they want. |
||
|
d. Ann worries that being assertive in class will make her appear too masculine. |
|
a. The physiological influences are generally poorly measured. |
||
|
b. Feminist biases prevent appropriate research. |
||
|
c. Female and male behaviors overlap enormously. |
||
|
d. Female and male behavior patterns are relatively distinct. |
|
a. They do not exist across all aspects of cognitive abilities. |
||
|
b. They have received clear support from most clinical research on brain-damaged persons. |
||
|
c. They appear consistently, showing greater male than female lateralization, in behavioral studies of dichotic listening. |
||
|
d. They are supported by consistent differences in the size of the corpus callosum in men and women. |
||
|
e. All of the above |
|
a. There are more similarities than differences in intellectual abilities between genders. |
||
|
b. Males always outperform females in math ability. |
||
|
c. Females are never as good as males in mechanical performance. |
||
|
d. There are more differences than similarities in intellectual abilities between genders. |
|
a. Both boys and girls overestimate their actual performance. |
||
|
b. Boys overestimate and girls underestimate their actual performance. |
||
|
c. Boys underestimate and girls overestimate their actual performance. |
||
|
d. Both boys and girls underestimate their actual performance. |
|
a. Nonspecific gender behaviors |
||
|
b. Maternal behavior |
||
|
c. Aggressive behavior |
||
|
d. All of the above |
|
a. There will be a steady increase in the level of aggression until about age 5 and then a rapid decline in aggression. |
||
|
b. The level of aggression will remain constant over the next 3 years. |
||
|
c. The level of aggression will gradually decline. |
||
|
d. The level of aggression will decline rapidly at age 3 but then abruptly increase between ages 4 and 5. |
|
a. Instrumental |
||
|
b. Classical |
||
|
c. Displaced |
||
|
d. Hostile |
|
a. Verbal |
||
|
b. Secondary |
||
|
c. Physical |
||
|
d. None of the above; girls do not engage in aggression. |
|
a. Exposure to sexually violent pornography is not a significant predictor of men’s use of sexual force against women. |
||
|
b. Exposure to sexually violent pornography increases the sensitivity of men to female, but not male, victims of nonsexual violence. |
||
|
c. Exposure to sexually violent pornography increases the aggressive behavior of men against both men and women. |
||
|
d. Exposure to sexually violent pornography increases the aggressive behavior of men against women but not against men. |
|
a. Girls’ friendship groups tend to be larger and more intimate than boys’ groups. |
||
|
b. Same sex peer groups do not reinforce cultural gender norms; rather, they provide a forum in which children can try out behavior that does not conform to such norms. |
||
|
c. In childhood, boys and girls are equally comfortable with intimacy. |
||
|
d. For boys in particular, the same sex peer group plays an important role in reinforcing masculine gender identity and male dominance behavior. |
||
|
e. All of the above |
|
a. Freudian psychoanalytic theory |
||
|
b. Chodorow’s psychoanalytic theory |
||
|
c. Cognitive-developmental theory |
||
|
d. Social learning theory |
|
a. Girls tend to have fewer, more intense friendships than boys. |
||
|
b. Boys are prone to having more select, intimate friends than girls. |
||
|
c. Boys depend less on their friends than girls do to back them up in conflicts with authority. |
||
|
d. Boys are more fearful of peer group friendships than girls. |
|
a. It usually involves disputes about toys and control of space. |
||
|
b. It surfaces mainly during social play. |
||
|
c. It increases between the ages of 2 and 5. |
||
|
d. It gradually shifts from physical to verbal conflict. |
|
a. Men are more likely than women to be the perpetrators of aggression. |
||
|
b. Men are more likely than women to be the victims of aggression. |
||
|
c. Women are more likely than men to be the perpetrators of aggression. |
||
|
d. Both A and B |