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| • How to measure cognitive abilities? first address |
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| o 1st address ability vs acheivement |
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• ability- what you have potential to do, can accomplish
• achievement- what you have done/demonstrated |
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| most concerned about ability, but how to meausre that? |
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o We are concerned about ability, but we have to measure acheivement. Therefore ability kinda = acheievement.
• Hard to measure potential to learn calculus. Any tests are limited by acheivement/things you’ve done |
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| o Cognitive ability is linked to |
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| • Problem: psychologists dont agree on what intelligence is. Does intelligence mean book smart? Research suggests that intelligence is multifaceted, not unidimentional (not just book smart) |
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| gender comparisons in intelligence |
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| men and women are identical in terms of intelligence. |
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| gender comparisons in memory |
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| women effect size in short term memory |
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| short term memory women out perform men d=.2-.5 small to moderate effect size. |
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| effect size in working memories |
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| Women Have larger working memories d=.35. women have earlier first memories than men. |
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| verbal abilities effect size overall |
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| o Overall F >M: d=.11 + meaning female advantage (small d) |
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| verbal abilites up to 5 years old |
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| reading comprehension up to 5 years old |
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| d=0.31 small/moderate w. adv. |
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| verbal m&w virtually the same, very slight male adv. |
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| o Writing abilities• Grades 4,8,11 |
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| SAT started writing section for |
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| women to balance math section w/boys • At every age, girls out perform boys in writing |
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| boys are more likely than girls. 10:1 |
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| 10x more in boys than girls |
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| compairing learning disabilities depends on |
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depends on how it’s defined
Boys get identified w/dyslexia more often than girls. Why- boys become disruptive when they cant read- teacher sees it easily. Girls dont stick out as much bc they’re being quiet.
Remember as you interpret the comparisons- dont mistake quality for quantity |
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| o Overall comparison for verbal comparisons- |
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| women are more proficient than men in verbal abilities |
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Quantitative abilities
• Overall comparisons |
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| o M>F: d=.15 small adv for men |
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| Quantitative abilities elementary |
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| d= -0.06 slight female adv (virtualy zero) |
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| Quantitative abilities middle school |
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| d= -.07 slight female adv (virtually zero) |
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| Quantitative abilities high school |
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| Quantitative abilities college |
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| Quantitative abilities later adulthood |
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| Quantitative abilities effect size gets -- w/age favoring -- |
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| • Effect size gets larger w/age favoring men to be better at math. |
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| Quantitative abilities aren't measure by -- |
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• We don’t look at classroom performance (grades, exams, all related to only standardized tests- really important bc
We dont look at class performance bc girls out perform boys in every way. Better in class exams. |
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