Gender differences on tests of crystallized intelligence

Wechsler, Solange Múglia; Nakano, Tatiana de Cássia; Domingues, Simone Ferreira da Silva; Rosa, Helena Rinaldi; Silva, Roselaine Berenice Ferreira da; Silva-Filho, José Humberto Da; Minervino, Carla Alexandra Da Silva Moita

doi:10.30552/ejep.v7i1.98

Cited by 4 publications

(3 citation statements)

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“…There are also DIF analysis studies conducted with the selected sample groups of commonly used intelligence tests. Wechsler et al, (2014) applied four verbal tests to 1191 participants in their studies, in which they investigated gender-based DIF in crystallized intelligence using Rasch model. No significant gender-related difference was obtained in the total scores.…”

Section: Dif In Intelligence Scalesmentioning

confidence: 99%

Effects of gender norms on intelligence tests: Evidence from ASIS

Arslan,

Tamul,

Şahin

et al. 2023

JPR

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An examination of gender-related differential item functioning was conducted on the verbal subtests of the Anadolu-Sak Intelligence Scale. Analyses were conducted using the scale standardization data (N = 4641). A Mantel-Haenszel statistic was used to detect differential item functioning (DIF). A total of 58 verbal analogical reasoning items, 20 verbal short-term memory items, and 70 vocabulary items were analyzed. Initially, items displaying DIF in different age groups were determined, and then experts were consulted to determine whether these items were biased. There were three items with item effects on the Verbal Analogical Reasoning subtest and five items on the Vocabulary subtest. Short-term Memory subtests did not reveal any bias. Several implications regarding cognitive development, gender perceptions, and cultural factors were discussed.

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Section: Dif In Intelligence Scalesmentioning

confidence: 99%

Effects of gender norms on intelligence tests: Evidence from ASIS

Arslan,

Tamul,

Şahin

et al. 2023

JPR

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“…In addition, the psychological well-being of high intellectually able individuals has been a controversial topic in the specialized literature; sometimes it has been considered that they are more prone to psychological maladjustments, while other researchers present inconclusive evidences about this issue [25]. Nonetheless, the results of the diverse studies [26][27][28][29], have shown that there is not always a direct relationship between the construct intellectual ability and the levels of socioemotional adjustment and psychological well-being [30].…”

Section: High Ability Adolescents and Their Psychological Well-beingmentioning

confidence: 99%

Psychological Well-Being and Its Relations to School Trajectory and Family Educational Capital in High Intellectual Ability Adolescents

2020

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The psychological well-being of adolescents depends on diverse contextual factors, in particular those relating to the educational and cultural capital of families. The study examined the relationships between psychological well-being of high-ability adolescents, family educational capital, and their school trajectory. The participants were 101 students from 1st year of a public high school in Morelos, Mexico, previously identify by their high intellectual ability. They completed an ad hoc form with information about cultural and academic aspects, and the Spanish version of the Ryff’s Psychological Well-Being Scale. Results shown that the School trajectory factor only had significant effects on Control environment and Purpose in life’s dimensions. Meanwhile the analysis of variances yielded that Cultural capital showed significant differences with the following well-being scales: General, Self-acceptance, Positive relations, and Purpose in life. Furthermore, the interaction between Sex and Cultural capital had only significant effects on Positive Relations and Environmental control favoring men over women, while the interaction of Cultural capital and School trajectory had significant effects only on Purpose in Life dimension. The results emphasize the need for studies that clarify the role of sociocultural context factors in understanding the comprehensive development of highly able adolescents and their psychological well-being.

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“…The study of gender differences in intelligence scores has been a significant issue since the pioneering studies of Terman (1916) in the study of intelligence. Researchers have examined gender differences in intelligence mainly by comparing factor and subtest scores (Colom et al, 2004; Irwing & Lynn, 2005; Reis & Park, 2001; Wechsler et al, 2014). Some studies yielded insignificant differences between males and females in general intelligence scores, whereas others showed gender differences (Irwing & Lynn, 2005; Jackson & Rushton, 2006; Nyborg, 2003).…”

Section: Introductionmentioning

confidence: 99%

Factorial Invariance of the Anadolu Sak Intelligence Scale Across Gender

Arslan

Sak

2023

Journal of Psychoeducational Assessment

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The purpose of this study was to examine the factorial invariance of the ASIS (Anadolu Sak Intelligence Scale) across gender. Raw scores from the ASIS standardization study ( N = 4641) were used in the analyses. Factorial invariance was analyzed by gender across three age groups: 4–7 ( N = 2528), 8–9 ( N = 848), and 10–12 ( N = 1265) using the Multisample Confirmatory Factor Analysis. Six models were developed from unconstrained to more constrained to test the factorial invariance. Each model tested one hypothesis. The findings showed that the second-order g model of the ASIS was invariant in all age groups. In addition, the first-order and second-order factor loadings and g variance were invariant across gender. A partial subtest intercept invariance was found for ages 4–7. Findings imply that ASIS factor scores mean the same latent variable for boys and girls in different age groups.

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Gender differences on tests of crystallized intelligence

Cited by 4 publications

References 0 publications

Effects of gender norms on intelligence tests: Evidence from ASIS

Effects of gender norms on intelligence tests: Evidence from ASIS

Psychological Well-Being and Its Relations to School Trajectory and Family Educational Capital in High Intellectual Ability Adolescents

Factorial Invariance of the Anadolu Sak Intelligence Scale Across Gender

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