Test Bank for The Psychology of Sex and Gender, 1st Edition

Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 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 Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 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 Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 Answer Location: The Scientific Method Difficulty Level: Easy 8. Which of the following is the best example of a hypothesis? A. An observation that men tend to walk faster in pairs than when alone. B. The idea that judgments are driven more by emotion than by conscious reasoning. C. The belief that people rationalize unfairness in order to avoid cognitive dissonance. D. A prediction that women will score higher on a test of verbal ability than men. Ans: D Learning Objective: 2-2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender. Cognitive Domain: Application Answer Location: The Scientific Method Difficulty Level: Hard 9. A testable prediction regarding the outcome of a study is called a(n) ______. A. theory B. hypothesis C. replication D. boundary condition Ans: B 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 Difficulty Level: Easy 10. Which of the following best represents the order of the scientific process? A. generate hypothesis → replicate → collection and analysis → study design B. generate hypothesis → study design → collection and analysis → disseminate results C. study design → generate hypothesis → disseminate results → collection and analysis D. study design → collection and analysis → generate hypothesis → disseminate results Ans: B 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: The Scientific Method Difficulty Level: Medium 11. ______ methods allow researchers to turn their variables of interest into numbers. A. Quantitative Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 B. Qualitative C. Experimental D. Correlational 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: Knowledge Answer location: Quantitative Research Methods Difficulty Level: Easy 12. Researchers manipulate the ______ variable and observe changes in the______. A. mediator; moderator B. moderator; independent C. dependent; mediator D. independent; dependent Ans: D 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: Experimental Designs Difficulty Level: Easy 13. Which of the following is NOT crucial to making causal inferences from a study? A. random assignment B. manipulation C. a representative sample D. holding other variables constant 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: Experimental Designs Difficulty Level: Easy 14. Experimental methods in gender research can be especially challenging because ______. A. the independent and dependent variables are difficult to operationalize B. sex and gender identity cannot be easily or ethically manipulated C. self-report measures of gender identity are especially unreliable D. the field is more prone to bias than other social science research Ans: B 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: Experimental Designs Difficulty Level: Medium Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 15. Consider a research study that brings participants into the laboratory one at a time where they have a brief social interaction with an accomplice. Researchers measure the amount of time each participant spends making eye contact during the interaction. They then compare eye contact duration of male and female participants. Which design best describes the above study? A. experiment B. ex post facto C. qualitative D. person-by-treatment Ans: B Learning Objective: 2-2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender. Cognitive Domain: Application Answer Location: Experimental Designs Difficulty Level: Hard 16. Tracy examines sex differences in verbal ability by comparing Scrabble scores across hundreds of male and female participants. She predicts female participants will score higher on average than male participants; however, the results reveal no difference. This is called a ______ result. A. significant B. mediating C. null D. negative 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: Application Answer Location: Experimental Designs Difficulty Level: Hard 17. Naturally occurring features of research participants that are measured instead of manipulated are called ______ variables. A. dependent B. participant C. mediating D. observational Ans: B 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: Ex Post Facto Designs Difficulty Level: Easy Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 18. ______ refer to instances when the strength or direction of the association between an independent and dependent variable differ as a function of another variable. A. Bivariate correlations B. Mediation effects C. Interaction effects D. Third variable problems 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: Quasi-Experimental Difficulty Level: Easy 19. The value of a correlation coefficient describes both ______ and______. A. reliability; significance B. reliability; strength C. significance; direction D. strength; direction Ans: D 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: Correlational Designs Difficulty Level: Easy 20. One limitation of correlational designs is ______. A. small sample sizes B. the third variable problem C. dependence upon self-report measures D. lack of external validity or generalizability Ans: B 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: Correlational Designs Difficulty Level: Easy 21. A key difference between cross-sectional and longitudinal designs is that ______. A. cross-sectional designs are experimental and longitudinal are correlational B. longitudinal designs are immune to third variable problems C. longitudinal designs can reduce causal ambiguity D. cross-sectional designs produce more generalizable results Ans: C Learning Objective: 2-2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender. Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 Cognitive Domain: Comprehension Answer Location: Correlational Designs Difficulty Level: Medium 22. Imagine Sandy is conducting a longitudinal study on exposure to violent pornography and hostile attitudes towards women. She finds that exposure to violent photography at time 1 predicts hostile attitudes towards women at time 2. But she also finds that hostile attitudes at time 1 predict exposure to violent pornography at time 2. Which of the following is the BEST interpretation of Sandy’s findings? A. Exposure to violent pornography causes hostile attitudes towards women. B. Hostile attitudes towards women cause people to watch violent pornography. C. The causal relationship between violent pornography and hostile attitudes likely works in both directions. D. There is no causal relationship between violent pornography and hostile attitudes towards women. 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: Application Answer Location: Correlational Designs Difficulty Level: Hard 23. Which of the following is TRUE of qualitative research methods? A. They are the most popular method in psychology. B. They rely upon inferential statistics. C. They are more concerned with trends in large populations over contextualized experiences. D. They emphasize depth over breadth and subjective interpretations over objective reality. Ans: D 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: Qualitative Research Methods Difficulty Level: Medium 24. Which of the following is NOT an example of a qualitative method? A. conducting one-on-one interviews with victims of cyber bullying B. examining arresting court records, personal histories, and media releases for perpetrators of domestic terrorism C. administering the Big Five personality inventory to a group with ADHD D. conducting group sessions with victims of domestic abuse 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: Application Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 Answer Location: Qualitative Research Methods Difficulty Level: Hard 25. The qualitative method in which researchers conduct an in-depth investigation of a single entity, usually a person, providing great detail but lacking generalizability is referred to as ______. A. an interview B. a focus group C. ethnography D. a case study Ans: D 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: Qualitative Research Methods Difficulty Level: Easy 26. Crawford and Kaufman (2008) conducted interview with 20 girls rescued from sex trafficking in Nepal and then statistically summarized the main themes in the case. This type of research is best characterized as ______. A. mixed method B. qualitative C. quantitative D. quasi-experimental 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: Application Answer Location: Mixed Methods Difficulty Level: Hard 27. Pushes towards qualitative methods in psychology have gained momentum for each of the following reasons EXCEPT ______. A. an effort to include voices and perspectives of marginalized groups B. quantitative research viewing women’s experiences as deviations from the male norm C. the misleading implication of objectivity or value-neutrality in quantitative research D. problems with the internal validity of inferential statistics Ans: D 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: Mixed Methods Difficulty Level: Easy 28. In meta-analyses the most typical unit of analysis is a(n) ______. Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 A. effect size B. group average C. p-value D. confidence interval Ans: A Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Knowledge Answer Location: What Do Meta-Analyses and Effect Sizes Tell Us About Sex Differences? Difficulty Level: Easy 29. A(n) ______ is a quantitative technique for analyzing the aggregate results from a set of individual studies. A. literature review B. meta-analysis C. archival analysis D. regression Ans: B Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Knowledge Answer Location: What Do Meta-Analyses and Effect Sizes Tell Us About Sex Differences? Difficulty Level: Easy 30. Which of the following is represented by the d statistic? A. the likelihood that an observed difference between two groups is due to chance B. the direction and strength of a relationship between two variables in unstandardized units C. the amount of spread, or deviations around the mean, in a variable D. the difference between two groups in standardized units Ans: D Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Knowledge Answer Location: Effect Sizes Difficulty Level: Easy 31. Why do researchers standardize variables or express them in standard deviation units? A. to increase the reliability of measurement scales B. to make meaningful comparisons across different scales C. to make distributions less skewed D. to decrease the variability and spread of the data Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 Ans: B Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Comprehension Answer Location: Effect Sizes Difficulty Level: Medium 32. Standard deviation is a measure of ______. A. variability B. reliability C. mean difference D. association Ans: A Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Knowledge Answer Location: Effect Sizes Difficulty Level: Easy 33. All of the following contribute to a larger effect size EXCEPT ______. A. an increased difference between two means B. high between-group variance C. low within-group variance D. large sample size Ans: D Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Comprehension Answer Location: Effect Sizes Difficulty Level: Medium 34. What do researchers mean when they describe a difference as statistically significant? A. that the variance in one variable is significantly greater than the variance in other B. that there is a 95% chance that one variable caused a change in another C. that the effect size is large D. that it is very unlikely that the observed difference resulted merely from chance Ans: D Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Comprehension Answer Location: Effect Sizes Difficulty Level: Medium 35. Laura is studying the effect size of sex differences in vertical jumps and finds a d of .87. She concludes the effect size is ______. Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 A. large B. medium C. small D. null Ans: A Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Knowledge Answer Location: Effect Sizes Difficulty Level: Easy 36. Which of the following refers to the difference between the average values for each group? A. the within-group variance B. the between-group variance C. standard deviation D. the inter-group effect Ans: B Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Knowledge Answer location: Effect Sizes Difficulty Level: Easy 37. What best describes Alice Eagly and colleagues’ findings from a meta-analysis on sex differences in leadership effectiveness? A. They found no sex differences in leadership effectiveness. B. Overall, men are better leaders than women. C. Overall, women are better leaders than men. D. Men are more effective in male-dominated contexts, and women are more effective in context less dominated by males. Ans: D Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Comprehension Answer Location: Beyond Overall Effect Sizes Difficulty Level: Medium 38. Anderson and Leaper’s (1998) discovery that studies with female first authors found larger sex differences in interruptions (favoring men) and studies with mail first authors might be an example of ______. A. researcher bias B. participant bias C. demand characteristics D. social desirability Ans: A Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Comprehension Answer Location: What Are Some Biases Common in Sex and Gender Research? Difficulty Level: Medium 39. Sam conducts a study of 1000 male participants examining how candidate attitudes, age, and education affect voting behavior. He finds a positive association between education and likelihood of voting, from which he concludes that overall, more educated people are more likely to vote. Based on the above information alone, at which stage of the research process might Sam’s study be biased? A. study design B. sampling strategy C. identifying the question D. disseminating the results Ans: B Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Comprehension Answer Location: What Are Some Biases Common in Sex and Gender Research? Difficulty Level: Medium 40. Which of the following best illustrates a type of question a researcher operating from the female deficit model might ask? A. Do girls lack math abilities compared to boys? B. What factors might cause girls to underperform in math relative to boys? C. Under what conditions do boys and girls perform differently on math exams? D. What is the effect of stereotypes upon math anxiety among boys and girls? Ans: A Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Application Answer Location: Identifying the Research Question Difficulty Level: Hard 41. Bias at which stage of the research process most directly affects the generalizability of the findings? A. Data collection/sampling B. Identifying the research question C. Designing the study D. Interpreting the findings Ans: A Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Knowledge Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 Answer Location: What Are Some Biases Common in Sex and Gender Research? Difficulty Level: Easy 42. Stephen is studying sex differences in helping behavior but he only measures heroic or chivalrous types of helping behaviors. He concludes that men are far more likely to help than women. What is one possible critique of Stephen’s study? A. He did not collect a representative sample. B. He only measured male gendered types of helping behavior. C. The dependent measures he chose are irrelevant to every day helping. D. He did not randomly assign participants to different types of helping contexts. Ans: B Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Application Answer Location: Designing the Studying Collecting Data Difficulty Level: Hard 43. Androcentric thinking refers to a bias ______. A. that frames men or male typed traits as the default B. favoring feminine traits over masculine traits C. in research towards interpreting results in a way that paints men in a more negative light D. centering on sex differences rather than similarity Ans: A Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Knowledge Answer Location: What Are Some Biases Common in Sex and Gender Research? Difficulty Level: Easy 44. Meta-analyses examining the size of all sex differences examined by researchers have found which of the following? A. Over three quarters of the effect sizes examined have been in the small to near-zero range. B. Most effect sizes tend to fall in the media. C. Approximately 20% of effect examined are large in size. D. There are no meaningful sex differences after accounting for publication bias. Ans: A Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Knowledge Answer Location: Interpreting and Communicating the Results Difficulty Level: Easy Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 45. Which best illustrates the meaning of postpositivism? A. Objective and value free knowledge can be attained through empirical investigation. B. Science is a useful but flawed process that is heavily influenced by the values of researchers. C. Empiricism is inherently patriarchal and skewed towards favoring men. D. Science is better described as a tool for social change than knowledge acquisition. Ans: B Learning Objective: 2-5: Discuss the principles of gender-fair research design and the issues of diversity in sex and gender research. Cognitive Domain: Knowledge Answer Location: How Do We Address the Challenges in Sex and Gender Research? Difficulty Level: Easy 46. Which of the following is NOT true of postpositivism? A. Cultural context influences what evidence is accepted as valid. B. Science is never free of bias. C. Science is a cumulative process susceptible to shifting conclusions. D. Empirical investigation is an inferior method towards studying politically charged questions. Ans: D Learning Objective: 2-5: Discuss the principles of gender-fair research design and the issues of diversity in sex and gender research. Cognitive Domain: Knowledge Answer Location: How Do We Address the Challenges in Sex and Gender Research? Difficulty Level: Easy 47. Given the recorded biases in gender research, which of the following might NOT be an appropriate strategy to reduce bias? A. avoid using androcentric research materials B. refrain from generalizing findings from single-sex samples to all people C. publish more research focusing on sex differences rather than sex similarities D. always report effect sizes when publishing research Ans: C Learning Objective: 2-5: Discuss the principles of gender-fair research design and the issues of diversity in sex and gender research. Cognitive Domain: Application Answer Location: Guidelines for Gender-Fair Research Design Difficulty Level: Hard 48. Which of the following is key to avoiding exaggerating the magnitude of sex differences. A. communicating the distinction between statistical and practical significance B. emphasizing statistical significance of a result over its effect size C. taking a maximalist approach to research D. using primarily experimental methods Ans: A Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 Learning Objective: 2-5: Discuss the principles of gender-fair research design and the issues of diversity in sex and gender research. Cognitive Domain: Comprehension Answer Location: Guidelines for Gender-Fair Research Design Difficulty Level: Medium 49. All of the following are strategies that psychologists might use to address issues of intersectionality EXCEPT ______. A. encouraging more diversity among professional ranks B. diversifying research samples C. expanding the number of demographic questions in studies D. always reporting effect sizes Ans: D Learning Objective: 2-5: Discuss the principles of gender-fair research design and the issues of diversity in sex and gender research. Cognitive Domain: Comprehension Answer Location: Diversity Issues in the Study of Sex and Gender Difficulty Level: Medium 50. Proponents of intersexuality might offer which of the following critiques of how samples are typically collected in psychological studies in the United States? A. They are too small in size and lacking in statistical power. B. They are largely composed of White, middle class participants–ignoring the individual differences that exist within sex. C. They often offer extra credit or other confounding incentives for participation. D. They aren’t truly random samples. People choose voluntarily whether or not to participate. Ans: B Learning Objective: 2-5: Discuss the principles of gender-fair research design and the issues of diversity in sex and gender research. Cognitive Domain: Comprehension Answer Location: Diversity Issues in the Study of Sex and Gender Difficulty Level: Medium True/False 1. Someone with a minimalist approach might envision that girls and boys have largely overlapping distributions of math anxiety scores. Ans: T Learning Objective: 2-1: Evaluate the meaning of sex differences. Cognitive Domain: Knowledge Answer Location: What Is the Meaning of Difference? Difficulty Level: Easy Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 2. Of all the stages of the scientific method, replication or repeating an experiment that someone has already conducted, is the least important. Ans: F 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: The Scientific Method Difficulty Level: Medium 3. Qualitative research is less scientifically valid than quantitative research. Ans: F 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: What Are the Primary Methods Used in Sex and Gender Research? Difficulty Level: Easy 4. One of the advantages of longitudinal studies is that they are not susceptible to third variable problems. Ans: F 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: Correlational Research Difficulty Level: Medium 5. A well conducted experiment allows researchers to make causal inferences. Ans: T 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: Experimental Designs Difficulty Level: Easy 6. Qualitative methods emphasizes individual experiences and subjective interpretations over the idea of objective reality. Ans: T 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: Qualitative Research Methods Difficulty Level: Easy 7. The presence of a statistically significant difference tells you that there is a large effect size. Ans: F Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Comprehension Answer Location: Effect Sizes Difficulty Level: Medium 8. When there is a great deal of variability within groups then effect sizes tend to be smaller. Ans: T Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Comprehension Answer Location: Overlap and Variance Difficulty Level: Medium 9. A d of −1.12 is small effect size. Ans: F Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Knowledge Answer Location: Effect Sizes Difficulty Level: Easy 10. Scientific positivism is the philosophical position that objective and value free knowledge can be attained through empirical investigation. Ans: T Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Knowledge Answer Location: How Do We Address the Challenges in Sex and Gender Research? Difficulty Level: Easy 11. Asking how negative stereotypes about women’s math abilities can artificially lower their math performance is a good example of someone operating from the female deficit model. Ans: F Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Comprehension Answer Location: Identifying the Research Question Difficulty Level: Medium 12. Generalizing results from a sample composed entirely of men to all people is an example of androcentrism. Ans: T Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Comprehension Answer Location: Designing the Study and Collecting Data Difficulty Level: Medium 13. Over three quarters of effect sizes associated with sex differences in cognitive, social, and motor variables fall in the small or close to zero range. Ans: T Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Knowledge Answer Location: Interpreting and Communicating the Results Difficulty Level: Easy 14. Emphasizing studies that focus on sex differences rather than similarities is an effective guideline for gender fair research. Ans: F Learning Objective: 2-5: Discuss the principles of gender-fair research design and the issues of diversity in sex and gender research. Cognitive Domain: Knowledge Answer Location: Guidelines for Gender-Fair Research Design Difficulty Level: Easy 15. Proponents of intersectionality argue that it is not meaningful to make comparisons between women and men without taking other identities such as race, class, or sexual orientation into consideration. Ans: T Learning Objective: 2-5: Discuss the principles of gender-fair research design and the issues of diversity in sex and gender research. Cognitive Domain: Knowledge Answer Location: Diversity Issues in the Study of Sex and Gender Difficulty Level: Easy Short Answer 1. What is the difference between a maximalist and a minimalist approach to interpreting sex differences? Ans: A maximalist approach emphasizes differences between sex groups and a minimalist approach emphasizes similarity. Learning Objective: 2-1: Evaluate the meaning of sex differences. Cognitive Domain: Knowledge Answer Location: What Is the Meaning of Difference Difficulty Level: Easy Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 2. Name five steps in the scientific method in the order in which they typically occur. Ans: Hypothesis generation, study design, data collection and analysis, results dissemination, and replication. 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 Difficulty Level: Easy 3. Describe the difference between statistical and practical significance. Ans: Statistical significance means that the observed result is unlikely to have occurred from chance alone. Practical significance refers to whether the effect is large enough to have any practical or meaningful implications. Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Comprehension Answer Location: Effect Sizes Difficulty Level: Medium 4. What two types of variance are especially relevant to the degree of overlap between two distributions? For each of these types of variance, do higher or lower degrees of variance contribute to a larger effect size? Ans: Low within group-variance and high between group-variance contribute to a larger effect size. Learning Objective: 2-3: Describe meta-analyses and how to interpret effect sizes of different magnitudes. Cognitive Domain: Comprehension Answer Location: Overlap and Variance Difficulty Level: Medium 5. What is meant by researcher bias and participant bias? Ans: Researcher bias refers to how researchers behave in subtle ways that influence the outcome of a study. Participant bias refers to how participants’ behaviors or responses may be influenced by what they think the researcher expects. Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Knowledge Answer Location: What Are Some Biases Common in Sex and Gender Research? Difficulty Level: Easy 6. Briefly describe postpositivism’s critique of scientific positivism. Ans: Scientific positivism asserts that empirical investigation can provide value free knowledge. Postpositivism argues that all empirical investigation is inherently flawed and subject to researcher bias. Learning Objective: 2-5: Discuss the principles of gender-fair research design and the issues of diversity in sex and gender research. Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 Cognitive Domain: Knowledge Answer Location: How Do We Address the Challenges in Sex and Gender Research? Difficulty Level: Easy Essay 1. Callie is interested in whether men are more likely to make eye contact with a male conversation partner than a female partner. She is also interested in whether the topic of conversation (masculine topic vs feminine topic) affects the amount of eye contact men make with their conversation partner. She randomly assigns 200 male participants to interact with either a male or female conversation partner (played by a research assistant) and to either discuss a masculine (sports) or feminine (childcare) topic for 5 mins. Research assistants then time eye contact duration for each participant over the 5 min window. Identify each of the following: The general method used by the researcher, the independent and dependent variables, the number of conditions or study groups, and whether or not Callie can make causal inferences from her results. Why or why not can Callie infer causality from this design? Are there any possible interaction effects and how do you know? Ans: This is a true experiment because the researcher manipulates and has experimental control over the independent variables while randomly assigning participants to one of four conditions. The IVs are the sex of the interaction partner and the topic of conversation. The DV is eye contact duration. Callie can make causal inferences because this is a true experiment with manipulation, control, and random assignment. There is a possible interaction effect between the sex of the conversation partner and the topic of conversation. Learning Objective: 2-2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender. Cognitive Domain: Analysis Answer Location: Studying Sex and Gender Difficulty Level: Medium 2. What are the pros and cons of quantitative versus qualitative research designs? How do mixed method approaches incorporate the advantages of both approaches? Ans: Varies. Quantitative designs allow researchers to translate observations into numeric variables that can be analyzed to determine whether the strength of relationships is greater than one would expect from chance alone. They also allow researchers to establish cause and effect relationships. However, quantitative results lack context and an in-depth understanding of how participants thought about the questions and concepts relevant to the study. Qualitative methods provide data on people’s subjective experiences and can be used to better represent the experiences of marginalized groups by better communicating their voices. Mixed methods approaches allow researchers to take advantage of the contextual detail of qualitative data to shape their research questions and designs while using quantitative methods to numerically describe relationships between variables and to determine causality. Learning Objective: 2-2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender. Instructor Resource Bosson, The Psychology of Sex and Gender 1e SAGE Publishing, 2018 Cognitive Domain: Analysis Answer Location: What Are the Primary Methods Used in Sex and Gender Research? Difficulty Level: Medium 3. Describe three stages of the scientific process that are vulnerable to bias. Describe an example for each. Ans: Examples will vary. Identifying the research question: gender differences in social roles may prompt researchers to focus more on how mothers balance work and family obligations without asking the same of fathers. Designing studying data: androcentrism may prompt researchers to make generalizations to all people from samples consisting entirely of men. Interpreting and communicating the results: maximalist approaches may prompt researchers to overly emphasize sex differences that actually consist of small effect sizes and largely overlapping distributions. Learning Objective: 2-4: Analyze methodological challenges and biases in sex and gender research. Cognitive Domain: Analysis Answer Location: Our (Interdisciplinary) Psychological Approach Difficulty Level: Medium 4. Describe three possible guidelines for encouraging gender fair research design. Ans: Varies. Student answers might include (1) researchers should work to eliminate sex bias from sampling and always report the demographic characteristics of the sample. They should not generalize from single-sex samples and be diligent in recording demographic characteristics (2) researchers should use precise, non-gender biased terminology when describing the participants and findings. They should avoid androcentric terms and avoid interpreting findings within a female deficit model. (3) researchers should not exaggerate the prevalence and magnitude of sex differences. Journals should place equal emphasis on publishing research on sex similarities rather than privileging studies showing sex differences. Researchers should clarify the difference between statistical and practical significance and report effect sizes. (4) researchers should not imply or state that sex differences are due to biological causes when biological factors have not been properly tested. Learning Objective: 2-5: Discuss the principles of gender-fair research design and the issues of diversity in sex and gender research. Cognitive Domain: Analysis Answer Location: Guidelines for Gender-Fair Research Design Difficulty Level: Medium