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 ![]() |