| 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 |