The Psychology Of Sex And Gender 1st Edition by Jennifer Katherine Bosson - Test Bank

Chapter 2: Studying Sex and Gender

Test Bank

Multiple Choice

1. Which of the following is FALSE about sex and math ability?

A. Girls tend to have higher math anxiety than boys.

B. Girls would likely score higher than boys on math tests if not for math anxiety.

C. Math performance is predicted less by sex than by socioeconomic status.

D. Large-scale reviews show no overall sex differences in math performance.

Ans: B

Learning Objective: 2-1: Evaluate the meaning of sex differences.

Cognitive Domain: Knowledge

Answer Location: Studying Sex and Gender

Difficulty Level: Easy

2. Which of the following is FALSE regarding common beliefs about sex differences?

A. Young girls have been found to be slightly more talkative than young boys.

B. Part of the reason women are reluctant to engage in casual sex is because they do not expect it to be pleasurable.

C. Adult women tend to use more verbose language than adult men.

D. Women and men perform similarly on tests of math ability.

Ans: C

Learning Objective: 2-1: Evaluate the meaning of sex differences.

Cognitive Domain: Knowledge

Answer Location: Studying Sex and Gender

Difficulty Level: Easy

3. Imagine Mark is studying sex differences in emotional expression. His study contains measures for seven different types of emotional expression. He finds that women score higher on one of these and men score higher on another one. He interprets his findings as suggesting largely different styles of emotional expression across men and women. Mark’s interpretation indicates a ______ approach.

A. biological

B. cross-cultural

C. minimalist

D. maximalist

Ans: D

Learning Objective: 2-1: Evaluate the meaning of sex differences.

Cognitive Domain: Application

Answer Location: What Is the Meaning of Difference?

Difficulty Level: Hard

4. When psychologists report discovering sex differences on some variable (e.g., optimism) what do they typically mean by this?

A. that these differences emerge from distinct biological sex categories

B. that the difference between sexes has a large effect size

C. that the difference has a practical level of significance

D. that the observed difference is unlikely to have occurred due to chance

Ans: D

Learning Objective: 2-1: Evaluate the meaning of sex differences.

Cognitive Domain: Comprehension

Answer Location: What Is the Meaning of Difference?

Difficulty Level: Medium

5. Some gender researchers argue that a maximalist approach is problematic because ______.

A. it ignores important sex differences

B. it perpetuates overgeneralized beliefs about the sexes

C. it prioritizes the effects of culture too strongly over biology

D. research on sex differences cannot be objective

Ans: B

Learning Objective: 2-1: Evaluate the meaning of sex differences.

Cognitive Domain: Comprehension

Answer Location: What Is the Meaning of Difference?

Difficulty Level: Medium

6. Which of the following does NOT accurately describe science?

A. It most heavily emphasizes evidence that is consistent with theory.

B. It is defined more by its methods than by its contents.

C. Repeating experiments over again is a key step in conducting science.

D. Scientific research often relies on evidence that is probabilistic.

Ans: A

Learning Objective: 2-2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Comprehension

Answer Location: What Is Science?

Difficulty Level: Medium

7. Which of the following is typically the first step in the scientific method?

A. study design

B. replication

C. hypothesis generation

D. data collection

Ans: C

Learning Objective: 2-2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge

Answer Location: The Scientific Method