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Gender differences in spatial, verba...

Wang, Xiaoping.

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Gender differences in spatial, verbal, and mathematical abilities for Chinese students: A cross-cultural comparison.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Gender differences in spatial, verbal, and mathematical abilities for Chinese students: A cross-cultural comparison./
作者:	Wang, Xiaoping.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	217 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3823.
Contained By:	Dissertation Abstracts International55-12A.
標題:	Educational tests & measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9513630

Gender differences in spatial, verbal, and mathematical abilities for Chinese students: A cross-cultural comparison.
Wang, Xiaoping.

Gender differences in spatial, verbal, and mathematical abilities for Chinese students: A cross-cultural comparison. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 217 p.

Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3823.

Thesis (Ph.D.)--The University of Iowa, 1994.

In the West, studies indicate that there are gender differences in mathematical, spatial, and verbal abilities. However, interpretation of these differences is problematic since cognitive gender differences may be caused both by biological and by psychosocial factors. Cross-cultural research can provide information that assists in unraveling these factors. More specifically, the purposes of this study were: to investigate the existence and magnitude of gender differences in the cognitive abilities of Chinese students; to compare the pattern of gender differences for these students with those observed for U.S. students; to explore the relationships between gender differences and subject ability and/or task characteristics, and thereby to understand better the causes of gender differences.Subjects--Topical Terms:

3168483
Educational tests & measurements.

Gender differences in spatial, verbal, and mathematical abilities for Chinese students: A cross-cultural comparison.
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245 1 0 $a Gender differences in spatial, verbal, and mathematical abilities for Chinese students: A cross-cultural comparison.
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300 $a 217 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3823.
500 $a Supervisor: David F. Lohman.
502 $a Thesis (Ph.D.)--The University of Iowa, 1994.
520 $a In the West, studies indicate that there are gender differences in mathematical, spatial, and verbal abilities. However, interpretation of these differences is problematic since cognitive gender differences may be caused both by biological and by psychosocial factors. Cross-cultural research can provide information that assists in unraveling these factors. More specifically, the purposes of this study were: to investigate the existence and magnitude of gender differences in the cognitive abilities of Chinese students; to compare the pattern of gender differences for these students with those observed for U.S. students; to explore the relationships between gender differences and subject ability and/or task characteristics, and thereby to understand better the causes of gender differences.
520 $a Three hundred and twenty-one Chinese twelfth grade students (153 males and 168 females) participated in this research. The sample represented Chinese students at two different educational levels. Fourteen paper and pencil tests measuring spatial, verbal, and mathematical abilities were administered to all students. The ACT Mathematics and spatial tests had U.S. norms.
520 $a The three tests that displayed the greatest gender differences were the Three-Dimension Rotation test (favoring males), the Number Comparison test (favoring females), and the Digit Span test (favoring females). Gender differences were smaller for the Chinese sample than for the U.S. samples. However, a similar pattern of differences was found in both countries. The Chinese results supported the U.S. findings that gender differences increasingly favor males as subject ability level increases, and that gender differences vary across tasks. The homogenous culture for Chinese males and females might be one cause of smaller gender differences in the Chinese sample. Parents' education also predicted test performances for Chinese students. However, parents' education may reflect both biological and psychosocial influences. It was argued that both biological and psychosocial factors were the causal variables for cognitive gender differences, the former determining the existence of at least some of these differences and the later influencing the magnitude of all observed differences.
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