Note to users. If you're seeing this message, it means that your browser cannot find this page's style/presentation instructions -- or possibly that you are using a browser that does not support current Web standards. Find out more about why this message is appearing, and what you can do to make your experience of our site the best it can be.

Site Tools

  • AAAS
  • Subscribe
  • Feedback

Site Search

Search Advanced

Science 7 July 1995:
Vol. 269. no. 5220, pp. 41 - 45
DOI: 10.1126/science.7604277

Articles

Science, Vol 269, Issue 5220, 41-45
Copyright © 1995 by American Association for the Advancement of Science


articles

Sex differences in mental test scores, variability, and numbers of high-scoring individuals

LV Hedges and A Nowell

Department of Education, University of Chicago, IL 60637, USA.

Sex differences in central tendency, variability, and numbers of high scores on mental tests have been extensively studied. Research has not always seemed to yield consistent results, partly because most studies have not used representative samples of national populations. An analysis of mental test scores from six studies that used national probability samples provided evidence that although average sex differences have been generally small and stable over time, the test scores of males consistently have larger variance. Except in tests of reading comprehension, perceptual speed, and associative memory, males typically outnumber females substantially among high-scoring individuals.


THIS ARTICLE HAS BEEN CITED BY OTHER ARTICLES:
Gender, culture, and mathematics performance.
(2009)
PNAS 106, 8801-8807
How do Educational Attainment and Gender Relate to Fluid Intelligence, Crystallized Intelligence, and Academic Skills at Ages 22-90 Years?.
A. S. Kaufman, J. C. Kaufman, X. Liu, and C. K. Johnson (2009)
Arch Clin Neuropsychol
   Abstract »    Full Text »    PDF »
Identifying Academically Gifted English-Language Learners Using Nonverbal Tests: A Comparison of the Raven, NNAT, and CogAT.
D. F. Lohman, K. A. Korb, and J. M. Lakin (2008)
Gifted Child Quarterly 52, 275-296
   Abstract »    PDF »
The Darwin-Bateman Paradigm in Historical Context.
D. A. Dewsbury (2005)
Integr. Comp. Biol. 45, 831-837
   Abstract »    Full Text »    PDF »
X-linked genes and mental functioning.
D. H. Skuse (2005)
Hum. Mol. Genet. 14, R27-R32
   Abstract »    Full Text »    PDF »
The Reliability and Clinical Correlates of Figure-Ground Perception in Schizophrenia.
D. Malaspina, N. Simon, R. R. Goetz, C. Corcoran, E. Coleman, D. Printz, L. Mujica-Parodi, and R. Wolitzky (2004)
J Neuropsychiatry Clin Neurosci 16, 277-283
   Abstract »    Full Text »    PDF »
Gender Differences in Gifted Achievement in Britain and the U.S..
J. Freeman (2003)
Gifted Child Quarterly 47, 202-211
   Abstract »    PDF »
A Review of Sex Differences in Sexual Jealousy, Including Self-Report Data, Psychophysiological Responses, Interpersonal Violence, and Morbid Jealousy.
C. R. Harris (2003)
Personality and Social Psychology Review 7, 102-128
   Abstract »    PDF »
Gender Differences in the Retention of Swahili Names for Unfamiliar Odors.
R. A. Dempsey and R. J. Stevenson (2002)
Chem Senses 27, 681-689
   Abstract »    Full Text »    PDF »
Two Measures of Change in the Gaps Between the CDFs of Test-Score Distributions.
P. W. Holland (2002)
Journal of Educational and Behavioral Statistics 27, 3-17
   Abstract »    PDF »
Relationships Between Problem Behaviors and Academic Achievement in Adolescents: The Unique Role of Attention Problems.
A. Q. Barriga, J. W. Doran, S. B. Newell, E. M. Morrison, V. Barbetti, and B. Dean Robbins (2002)
Journal of Emotional and Behavioral Disorders 10, 233-240
   Abstract »    PDF »
Do Low-Achieving Students Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment.
B. Nye, L. V. Hedges, and S. Konstantopoulos (2002)
Educational Evaluation and Policy Analysis 24, 201-217
   Abstract »    PDF »
Gender Differences in the Motivation for and Selection of Courses in a Summer Program for Academically Talented Students.
W. J. Schweigardt, F. C. Worrell, and R. J. Hale (2001)
Gifted Child Quarterly 45, 283-293
   Abstract »    PDF »
Science Achievement Growth Trajectories: Understanding Factors Related to Gender and Racial-Ethnic Differences in Precollege Science Achievement.
P. A. Muller, F. K. Stage, and J. Kinzie (2001)
American Educational Research Journal 38, 981-1012
   Abstract »    PDF »
Genes for Cognitive Function: Developments on the X.
J. Gécz and J. Mulley (2000)
Genome Res. 10, 157-163
   Abstract »    Full Text »
The Effects of Small Classes on Academic Achievement: The Results of the Tennessee Class Size Experiment.
B. Nye, L. V. Hedges, and S. Konstantopoulos (2000)
American Educational Research Journal 37, 123-151
   Abstract »    PDF »
Computational Mathematical Abilities of African American Girls.
H.-S. Park and S. Bauer (1999)
Journal of Black Studies 30, 204-215
   PDF »
Gender-Related Differences in Academically Talented Students' Scores and Use of Time on Tests of Spatial Ability.
H. Stumpf (1998)
Gifted Child Quarterly 42, 157-171
   Abstract »    PDF »
Career and Vocational Assessment 1995-1996: A Biennial Review.
L. W. Oliver, E. B. Lent, and J. S. Zack (1998)
Journal of Career Assessment 6, 231-267
   Abstract »
Gender Differences by Item Difficulty Interactions in Multiple-Choice Mathematics Items.
J. Bielinski and M. L. Davison (1998)
American Educational Research Journal 35, 455-476
   Abstract »    PDF »
High School Mathematics Course-Taking by Gender and Ethnicity.
E. C. Davenport Jr., M. L. Davison, H. Kuang, S. Ding, S.-K. Kim, and N. Kwak (1998)
American Educational Research Journal 35, 497-514
   Abstract »    PDF »
Gender Differences on High School Science Achievement Tests: Do Format and Content Matter?.
L. S. Hamilton (1998)
Educational Evaluation and Policy Analysis 20, 179-195
   Abstract »    PDF »
Developmental Changes in Mathematically Precocious Young Children: Longitudinal and Gender Effects.
N. M. Robinson, R. D. Abbott, V. W. Berninger, J. Busse, and S. Mukhopadhyay (1997)
Gifted Child Quarterly 41, 145-158
   Abstract »    PDF »
Are boys better than girls at building a tower or a bridge at 2 years of age?.
J. C. Labarthe (1997)
Arch. Dis. Child. 77, 140-144
   Abstract »    Full Text »
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: III. NELS: 88 Mathematics Achievement to 12th Grade.
H. Kupermintz and R. E. Snow (1997)
American Educational Research Journal 34, 124-150
   Abstract »    PDF »
Gender and Science Learning Early in High School: Subject Matter and Laboratory Experiences.
D. T. Burkam, V. E. Lee, and B. A. Smerdon (1997)
American Educational Research Journal 34, 297-331
   Abstract »    PDF »



To Advertise     Find Products


Science. ISSN 0036-8075 (print), 1095-9203 (online)